Background/purpose: This study aimed to develop and implement a learning management model to enhance teachers' active instructional management abilities. Materials/methods: The study was divided into four phases, including (1) Confirmatory Factor Analysis (CFA) to identify key components, (2) needs analysis to determine teachers' challenges and requirements, (3) model development through expert evaluation and a pilot study, and (4) implementation of the model to assess its effectiveness. The participants included 70 educators in the needs analysis phase, five experts and 30 teachers in the model development phase, and 40 teachers in the implementation phase. Results: The results showed that the model significantly improved teachers' knowledge and instructional management abilities. Additionally, the model received high ratings regarding appropriateness, feasibility, and satisfaction, indicating its effectiveness for teacher professional development. Conclusion: These findings suggest that active learning instructional management should be a core competency in teacher training programs and policies, and further research should explore its longterm impact in diverse educational settings.