Low professional and personal growth of teachers was alarming. I explored the perceptions of private school Senior High teachers on the sources of professional and personal growth in the teaching profession during the adoption of change in blended teaching. Qualitative descriptive design, purposive sampling, interview and focus group approaches, and thematic analysis were methods applied. My encounter with 11 study-participants revealed that teachers experienced increased autonomy through flexible work conditions, encountered competence-related challenges in technology and instruction, and developed stronger relatedness through support systems and improved work–life balance. Education practitioners may strengthen flexible policies, continuous digital training, and support systems to enhance autonomy, competence, and relatedness, thereby improving job satisfaction, effectiveness, and resilience while reducing stress and burnout of teachers. Exploratory Factor Analysis and multiple regression may be pursued to examine predictors of teacher professional and personal growth.