The aim of this study was to investigate the status of educational policy indicators in non-governmental financial institutions. The research method was developmental based on its purpose and in terms of the type of data, it used a mixed-methods sequential exploratory design. The qualitative phase was based on grounded theory, while the quantitative phase used a descriptive survey method. The statistical population in the qualitative phase included a number of experts while the quantitative phase involved all 3850 managers, deputies, and staff members of institutions. In the qualitative phase, 12 experts were selected using snowball method whereas the quantitative phase involved 384 individuals. The research tool was a researcher-made questionnaire. Also, CVR was confirmed with a coefficient of 0.846, and its reliability was confirmed with a coefficient of 0.871. Findings showed that the dimensions and components of educational policy-making are: 1- Emphasis on strategic factors (Being realistic in formulating educational policy, the effect of political parties on formulating educational policy, and the effect of culture on formulating educational policy) 2- Emphasis on supportive factors (using national support, using scientific community, using support from government bodies) 3 - Paying attention to educational quality (emphasis on evaluation in formulating educational policy, attention to staff growth, and emphasis on educational and research factors) 4- Paying attention to educational infrastructure and facilities (providing educational facilities, reforming the organizational structure, and fair distribution of budget) 5 -Paying attention to multiple development (economic, political, social, cultural and scientific development) 6- Paying attention to the effects of implementing educational policy (educational growth, growth of human and moral values, creating the ground for distribution of justice).