The purpose of the present study was identification and Situation Measurement of professional citizenship antecedents and aftermath of country education system in a Process Model. In terms of the purpode of the syudy, the research method was applied. In terms of collecting data, the study was descriptive-survey and in ter, s of data type, it was a combination (qualitative-quantitative) one. The statistical population of the qualitative part includes the experts of the academic community and educators and in quantitative part of the statistical society, all 358,000 primary school teachers in the country were included. The sample size in the qualitative section was determined using the theoretical saturation principle of 23 people and selected by purposeful method. In the quantitative part900, teachers were selected as the sample using Cochran's formula and they were selected by multistage cluster random sampling. The data was collected by semi-structured interviews in the qualitative part and 160 items researcher-made questionnaire for quantitative part. To assess the validity of the questionnaire, content validity and construct validity were used. Results indicated the validity of the instrument. In order to measure the reliability of the interview, the reliability of the open test (0.77) and the intra-subject agreement method (0.83) were used; in order to ensure the reliability of the questionnaire, two methods of Cronbach's alpha coefficient (effective factors of professional citizenship (0.83), process (0.79) and professional citizenship (0.77) and review of effective factors of professional citizenship (0.81), process (0.77) and professional citizenship (0.75) were used. Results indicated that instruments were stable (0.84). The data analysis method was open and axial in the qualitative part. Also, in the quantitative part, descriptive statistics methods including mean, standard deviations, tables, forms and charts were used and in the inferential part of the factor analysis (confirmatory and exploratory) and test methods as Single Sample T was used. The results showed that the effective factors in citizenship education can be categorized into three categories: input, process and output. Intradiversity factors include goals and philosophy of education, technology and educational equipment, human resources, evaluation criteria, standards and educational resources; factors The process involves components such as methods of education, pedagogy, educational content, and educational processes and hidden functions of education, and external factors, that is, a professional citizen including cognition, ability, and civic attitude. Based on the identified components, the professional citizenship model was presented and its fit was evaluated using absolute, relative, and adjusted indices. The results indicated that it fitted. Further more, the results showed that the status of all identification components among primary teachers are optimal.