The purpose of this study was to evaluate the status of educational management quality in primary schools based on a conceptual model derived from the Deming Cycle (PDCA: Plan-Do-Check-Act). This research is applied in terms of purpose and descriptive-survey in terms of methodology. The statistical population included 8,506 primary school teachers in Lorestan province during the 2025-2026 academic year, from whom 368 individuals were selected as a sample using multistage cluster sampling. The data collection tool was a researcher-made questionnaire designed based on components extracted from the PDCA-based educational management quality improvement model. The total reliability of the questionnaire (n=368) was confirmed using Cronbach’s alpha coefficient (0.804), and data were analyzed using the one-sample t-test and Friedman test. The results of the one-sample t-test showed that educational management quality was favorable in the Planning dimension (M=3.41, t=10.23, p<0.001) and moderate in the Doing dimension (M=2.94, t=-1.25, p=0.214). Also, the dimensions of Checking (M=2.03, t=-20.35, p<0.001) and Acting (M=1.75, t=-28.57, p<0.001) were in an unfavorable status; the overall quality index was also evaluated as unfavorable (M=2.35, t=-13.46, p<0.001). The results of the Friedman test confirmed a significant difference between the dimensions (Chi-Square=3181.38, p<0.001) and the priority of dimensions was determined as Plan > Do > Check > Act. The results indicate a greater focus on program formulation and weakness in data-driven evaluation and corrective actions; therefore, to address this imbalance and complete the improvement process, the establishment of models such as the PDCA-based educational management quality improvement model is suggested for continuous enhancement of educational management quality.