With the advancement of information and communication technology, e-learning has gained significant importance as a modern educational approach, and the readiness and maturity of teachers in utilizing these technologies play a crucial role in its success. The present study aimed to develop a model for assessing the readiness and maturity of e-learning among secondary school teachers in Tehran. This study is applied in purpose and qualitative in nature, following a grounded theory approach. The qualitative sample consisted of experts in the fields of education and educational technology, while the quantitative sample included secondary school teachers in Tehran. Sampling was conducted using purposive snowball sampling, and the sample size was determined based on theoretical saturation. Findings revealed that e-learning maturity is a multidimensional phenomenon shaped by individual, organizational, professional, and technological factors. Teachers demonstrated high readiness and motivation to utilize educational technologies; however, infrastructural limitations, weak management and organizational culture, and insufficient professional and technological skills hindered their full utilization of e-learning capacities. Additionally, three levels of maturity—initial, dynamic, and advanced—were identified among teachers, each requiring tailored educational planning and managerial support. Based on the results, the proposed model can serve as a comprehensive tool for evaluating and enhancing teachers’ readiness and e-learning maturity, contributing to educational decision-making, professional development, and teaching quality improvement. The study emphasizes that only by strengthening infrastructure, technological skills, and supportive organizational environments can full e-learning maturity be achieved, enabling teachers to effectively drive digital transformation in education.