Effective school leadership is a cornerstone of educational success, influencing teacher engagement, institutional planning, and student outcomes. As educational institutions adapt to evolving demands, understanding how teachers experience management practices becomes essential—especially in private school settings where leadership structures may differ. This qualitative study explores private school teachers lived experiences of educational management approaches in a private school in Tacloban City. Using a phenomenological design, the study involved four purposively selected teachers across preschool and elementary levels. Data were gathered through semi-structured interviews and analyzed thematically using Braun and Clarkes (2006) six-phase framework. Findings revealed three themes regarding teachers lived experiences: Leadership in Financial Decisions, referring to centralized control over financial decisions Management in School Development Planning, indicating top-down planning in infrastructure development and Leadership in Professional Growth, reflecting the nature of professional growth led by school leaders. In addressing the challenges faced, two themes emerged: The Pressure of Event Management, where teachers navigated multiple roles in event facilitation, and Curriculum Misalignment and Limited Voice, which pointed to curriculum misalignment and limited voice in planning. Lastly, coping mechanisms were captured in one theme: Strength in Professional Collaboration, showing strength through peer collaboration. The study contributes to educational management literature and offers practical implications for private school administrators seeking to enhance teacher engagement and professional growth.