This phenomenological study explored public elementary teachers’ lived experiences of school leadership practices, their coping mechanisms in addressing workplace challenges, and the educational management insights derived from their narratives from Carmen District Division of Davao del Norte. The findings revealed that school leadership is characterized by a combination of democratic, supportive, and transformational practices alongside some authoritarian tendencies and leadership challenges, all of which significantly influence teachers’ motivation, job performance, and professional growth. Teachers reported that supportive and participative leadership fosters confidence, instructional effectiveness, and stronger professional commitment, while inconsistent leadership practices, limited participation in decision-making, and heavy administrative workloads contribute to stress and reduced instructional focus. In response to these challenges, teachers employed various coping mechanisms, including emotional regulation and self-management, collaborative and social support strategies, professional commitment and task focus, cognitive reframing and personal motivation, and adaptive communication and engagement, which enabled them to maintain resilience and sustain effective teaching practices despite workplace difficulties. Moreover, the study identified key educational management policy domains such as leadership and governance, communication and school climate, teacher support and well-being, workload and task management, professional growth and development, integration of coping mechanisms, and instructional leadership impact. These domains collectively provide a comprehensive framework for strengthening school effectiveness and enhancing teacher development. The findings emphasize that inclusive, supportive, and transformational leadership practices, combined with structured institutional support systems and teacher-centered policies, are essential in promoting teacher resilience, improving instructional quality, and fostering sustainable school improvement in public elementary education settings.