This phenomenological study explored the experiences of elementary teachers in implementing the SBM level of practice in  Panabo South 1 District. Further, this investigated teachers coping strategies and insights which can be shared to others.  Qualitative – phenomenological study was employed in exploring the views of the ten (10) elementary teachers of which  primary instrument of data gathering was through in- depth interview. Major results revealed three major themes emerge as  critical determinants in understanding the experiences of teachers in implementing SBM: empowerment and autonomy,  collaboration and communication, and professional development and support. Furthermore, three major themes emerge as  integral components of teachers coping mechanisms within the context of SBM: adaptability and flexibility, collaborative  problem-solving, and professional development and training. Finally, the major themes on the insights of teachers in  implementing SBM were ownership and accountability, student-centered approaches, and challenges and opportunities for  professional growth. Understanding these major themes provided a nuanced perspective on the insights of teachers in  implementing School-Based Management. The research implications concerning the implementation of School-Based  Management (SBM) held significant relevance for educational policymakers, administrators, and practitioners. As we  delved into the findings and insights derived from this study, it became evident that the implications extended beyond the  immediate context of the research. The future directions of the study on implementing School-Based Management (SBM)  are poised to significantly contribute to the continuous improvement of educational systems.

phenomenology

elementary schools

School-based management