This grounded theory study delves deeply into the complex and nuanced process by which school leaders navigate and make decisions amid educational policy changes. In focusing on their lived experiences, the study aims to capture not only the challenges and obstacles that these leaders face but also the strategies, perspectives, and contextual factors that shape their responses to policy shifts. The study involved 8 school leaders selected through purposive sampling from public schools in Davao City. The selection will be based on specific criteria to ensure that participants have relevant experience and insight into the policy implementation process. The findings of this study carry significant implications for educational practice, policy, and leadership, particularly within the context of low-performing schools. The lived experiences of teachers and school leaders reveal that education must be understood as a deeply relational and adaptive process one that goes beyond academic instruction to address the holistic development of learners. The emphasis on mentorship, resilience, community engagement, and responsive teaching underscores the necessity of a more flexible and empathetic educational framework.