The present study aimed to identify the factors affecting educational productivity in primary schools in Fars Province. In terms of purpose, this research was applied, and in terms of nature, it was descriptive; it was conducted using a mixed-methods approach (qualitative and quantitative). In the qualitative section, the statistical population consisted of 12 experts in primary education from the Ministry of Education, as well as university professors in educational management, who were selected through purposive sampling. In the quantitative section, the population included principals, assistant principals, and teachers of primary schools in Fars Province, of whom 380 individuals were considered as the sample. First, 10 counties were selected through random cluster sampling, and then the questionnaires were distributed and collected through convenience sampling. The data collection instruments consisted of semi-structured interviews in the qualitative section and a researcher-made questionnaire in the quantitative section. For data analysis, the Delphi method and SPSS version 23 and LISREL software were used. The findings showed that 38 sub-factors, within the categories of macro-level policymaking, educational planning, evaluation and supervision of productivity levels, organizational knowledge management, creativity and innovation, individual motivation, knowledge enhancement, organizational incentives, and staff training and development, affect the educational productivity of primary schools in Fars Province. It can be stated that coherent planning, increasing training courses, creating motivation among teachers, and implementing field evaluation and supervision can contribute to the improvement of educational productivity in primary schools in Fars Province.