The present study was conducted with the aim of presenting a conceptual model of transformational leadership of primary school principals in Tehran. The research method was developmental in terms of purpose, and in terms of data type, it was part of a series of exploratory mixed research conducted using grounded theory. As with the method of the study, it was a descriptive survey. The statistical population in the qualitative phase included a number of experts, while the quantitative phase involved all male and female principals of public elementary schools in Tehran, including 907 principals who were employed in the academic year 2019- 2020. In the qualitative phase, 12 experts were selected using snowball method, and in the quantitative phase, 270 principals were selected by cluster random sampling according to Krejcie and Morgan table. The research tool was a researcher-made questionnaire. According to the results, 6 main factors and 18 components were identified in the developed model. These included: school identity factor (school dynamics, school synergy, school organizational structure including lack of transparency in the formulation of administrative rules and regulations, education inflexibility, organizational motivation factor in education (meeting the material and spiritual needs of teachers, dissemination of value behaviors, dissemination of moral behaviors, the factor of organizational communication in education, including managers having leadership qualities, support for education, having mental and educational abilities, having innovative decisions, the cultural factor governing organization in education (emphasis on behavioral skills, emphasis on humanism, emphasis on scientific orientation, the education development factor including the creation of strategic thinking in education, reformability of education, ethical promotion of education, and functional growth of education.