This discourse analysis study examined the politeness strategies used in teachers’ written feedback on learners’ outputs in selected private secondary schools in Tagum City, Philippines. One hundred feedback excerpts were purposively selected and analyzed using Brown and Levinson’s Politeness Theory, Leech’s Politeness Principle, and Spencer-Oatey’s Rapport Management Theory to determine the types of strategies employed and the communicative stances they construct. The key finding shows that bald-on-record strategies were predominantly used (62%), followed by negative politeness (19%), positive politeness (17%), and off-record strategies (2%). This pattern indicates that teachers prioritize clarity, precision, and adherence to academic standards while still incorporating politeness to manage students’ autonomy and motivation. Interpreted within the Philippine educational context, the strategic combination of direct and softened feedback reflects culturally grounded practices that balance authority with relational sensitivity. Moreover, these strategies frame feedback not only as corrective evaluation but also as interpersonal guidance that supports learner confidence and engagement. The findings imply that effective written feedback is shaped by pragmatic linguistic choices, communicative intent, and sociocultural norms. Consequently, integrating politeness and discourse awareness in teacher training may enhance feedback practices that are both academically rigorous and relationally supportive.