This study explored the lived experiences of junior high school teachers in the Digos City Division regarding students’ learning behavior influenced by social media. Nine (9) participants were selected through convenience sampling, each contributing their insights into how social media shaped students' academic focus, classroom conduct, and social interactions. Using a phenomenological approach, the researcher conducted face-to-face, semi-structured interviews to gain a deeper understanding of the phenomenon. Thematic analysis was employed to draw out recurring themes from the participants’ narratives. The findings revealed both positive and negative effects of social media. On one hand, it promoted creativity, collaboration, and access to educational content. On the other hand, teachers noted issues such as distractions, decreased academic focus, cyberbullying, and a weakening of academic integrity. In response to these challenges, teachers employed coping mechanisms that included setting clear boundaries on social media use, integrating social media positivity into the curriculum, and promoting digital literacy and responsible online behavior. Insights drawn from the study highlighted the importance of cultivating social media savvy and empowering educators with digital competence.These findings suggest the need for schools and education policymakers to create structured programs and guidelines that promote balanced, productive, and ethical use of social media among learners. The study advocates for continuous teacher training and the integration of digital citizenship education to equip students with the skills necessary to navigate the digital landscape responsibly.