Background and Objectives: The teaching-learning process is the core of the teaching profession and the most important factor influencing the quality of education. While previous research has generally compared the overall performance of teachers trained through two main pathways in Iran (Farhangian University's four-year program and Article 28's one-year program), a detailed component-level analysis of the teaching-learning process is lacking. This study aims to conduct an in-depth, component-wise comparison of 12 specific teaching-learning indicators between these two groups of elementary school teachers and prioritize improvement areas based on effect sizes. Methods: : This applied research employed a causal-comparative design with an evidence-based evaluation approach. The statistical population included all elementary schools in Tehran that had both groups of teachers with at least three years of experience. A sample of 162 schools was selected through cluster random sampling from the four geographical regions of Tehran. Data were extracted from Barati's Job Performance Questionnaire (2010), specifically the 12 items comprising the "teaching-learning" component. Items were scored on a 5-point Likert scale (1 = very high, 5 = very low), meaning lower scores indicate better performance. Descriptive statistics (mean, standard deviation) and inferential statistics (independent t-test and Cohen's d effect size) were used for data analysis with SPSS 26. Findings: Farhangian University graduates demonstrated significantly better performance on all 12 teaching-learning indicators (p<0.05). The largest significant differences were observed in "attention to students' individual needs and differences" (t=-22.17, p<0.001, d=2.47) and "providing appropriate learning opportunities based on students' interests and talents" (t=-17.89, p<0.001, d=1.99). The smallest difference was found in "establishing classroom discipline and participatory management with adequate mastery" (t=-3.78, p<0.05, d=0.42). Effect sizes were large (above 0.8) for most indicators, indicating strong practical significance. Based on effect size ranking, the priority areas for improving Article 28 programs are: attention to individual differences (critical), providing appropriate learning opportunities (critical), encouraging students' active participation in learning activities (very high), and lesson plan implementation (very high) . Conclusion: The coherent curriculum and extensive, gradual practicum in Farhangian University's four-year program lead to significantly superior performance in teaching-learning components compared to the one-year Article 28 training. The effect size ranking provides a clear roadmap for targeted revision of Article 28 programs, with priority given to strengthening high-priority indicators.