Teachers are often tasked with a range of auxiliary responsibilities that extend beyond their primary teaching responsibilities. The purpose of this research is to shed light on the intricate relationship between these auxiliary tasks and the professional responsibilities of teachers. This qualitative phenomenological research was designed to comprehensively explore and describe the lived experiences of teachers assigned with multiple auxiliary tasks. The study specifically focused on the perceptions, challenges, coping mechanisms, and best practices of teachers in various elementary schools in the District of Sibalom North, Division of Antique. Semi-structured interviews were conducted with nine active educators who have lived experiences on their multiple auxiliary tasks. The result showed the challenges faced by teachers including increased workloads, longer work hours, stress, and burnout, which can negatively impact teaching quality. Balancing primary tasks can disrupt work-life balance, leaving teachers with less time for personal pursuits and self-care, leading to frustration, disillusionment, and hindered professional fulfillment. Teachers face various challenges in the field of education, including time management, seeking support, intrinsic motivation, and emerging resilience. These coping mechanisms highlight teachers' adaptability and vulnerability. This research serves as a catalyst for systematic reform to alleviate burdens on educators and foster professional growth. By reinforcing teacher resilience and strengthening the foundation of education, we can cultivate thriving educational communities and ensure equitable opportunities for all learners.