In the modern and postmodern era, where the one-sided and formal education process in the bureaucratic organization of schools is criticized in different parts of the world, teachers with high social capital, like a bright window, lead the path of purely educational education from freezing to educational models. The aim of the present study is to analyze and understand the role of teachers' social capital in achieving the school's professional-organizational goals. The research methodology was conducted with a qualitative approach and a grounded theory strategy. For this purpose, in-depth and semi-structured interviews were conducted with 21 school teachers in Tehran, who were selected using purposive sampling and a snowball strategy, over a period of more than 8 months, and the data collection process continued until theoretical saturation. Eight main categories and one core category were extracted through the data coding system: 1) Dissipating teacher indifference: teacher's professional affiliation to the school, 2) Understanding students' subcultures: creating empathy and respect, 3) Creating an inclination towards education and motivation to stay in school, 4) Creating trust between the student and the school, 5) Communication and cooperation between teachers and administrators, 6) School-centered socialization, 7) Strategies for promoting social capital in the school, and 8) Outcomes: Expanding affiliation to the school and improving school performance in achieving educational goals. Also, “Teacher Social Capital: The Invisible Architecture of Achieving School Organization Goals” was selected as the core category.