Abstract
<title>Abstract</title> <p>Background and Purpose Qualitative-descriptive evaluation in Iran's educational system has been designed as an alternative approach to grade-oriented evaluation, aiming to enhance the quality of teaching-learning processes and reduce stress factors. However, field evidence indicates a gap between the theoretical objectives of the program and the implementation realities in the country's schools. The present study was conducted with the aim of accurately identifying the structural, executive, and cognitive challenges hindering the effective implementation of this model. Methodology: This study was qualitative in nature and conducted using a thematic analysis approach. The research population included 23 elementary school teachers with at least 10 years of teaching experience. Data were collected through semi-structured interviews and, after transcription and open, axial, and selective coding, reached theoretical saturation. The validity of the findings was also confirmed through an expert focus group. Findings and Conclusion: Data analysis led to the extraction of five main overarching themes: 1) Structural and organizational challenges (focusing on external and support infrastructures), 2) Executive and procedural challenges (focusing on classroom realities and time constraints), 3) Cognitive and cultural challenges of stakeholders (focusing on human interactions and attitudes), 4) Technical and standardization challenges (focusing on tools, criteria, and content), and 5) Professional development and skill-related challenges of teachers (focusing on internal capacity and training). These five overarching themes indicate that the inefficiency of descriptive evaluation is rooted not only in individual teacher-related issues but also in the flawed structure of the educational system. As long as classrooms remain overcrowded, administrative bureaucracy is not reduced, clear criteria for feedback are lacking, and effective professional support for teachers is not provided, the successful implementation of this program will remain impossible. Therefore, any effort to improve descriptive evaluation must, in addition to focusing on teacher training, also address structural and systemic reforms.</p>