Objective: This study aimed to design a conceptual model for enhancing the social, professional, and institutional status of teachers in alignment with Iran's Fundamental Transformation Document in Education. Method: The research employed a qualitative approach using the systematic grounded theory method (Strauss & Corbin, 1998). Data were collected through semi-structured interviews with 22 experts, including developers of the Transformation Document, implementers of the teacher training subsystem, and experienced teachers. Purposive and snowball sampling continued until theoretical saturation was achieved. Data analysis was conducted in three stages—open, axial, and selective coding—using MAXQDA software. Validity was confirmed through member checking, and reliability was established with 91% inter-coder agreement. Findings: Data analysis led to the identification of 33 main categories across three dimensions—social, professional, and institutional—organized within a paradigmatic model including causal conditions (policy failure, weak support structures, theory-practice gap, economic pressure, weak media representation, lack of meritocracy), contextual conditions (centralization, cultural gap, infrastructure deficiencies, weak institutional cohesion), intervening factors (financial constraints, poor evaluation systems, motivational and welfare challenges), strategies (specialized training, content localization, modern technologies, competency system, professional institution-building), and outcomes (status enhancement, increased motivation, improved teaching-learning quality, and stabilization of teachers' position in upstream documents). Conclusion: The proposed model provides a practical framework for policymakers and educational administrators to restructure decision-making processes, strengthen competency systems, and develop specialized training, thereby facilitating the comprehensive enhancement of teachers' status in accordance with the Fundamental Transformation Document.