This narrative inquiry explores how public school teachers in Malinao make sense of their existence as educators while navigating professional and emotional struggles. The research, conducted through in-depth interviews with eight public school teachers in the District of Malinao, aimed to uncover their lived experiences related to purpose and the pressures that accompany it. Teachers’ sense of purpose was primarily driven by student success, value alignment, and engaging classroom environments. However, this purpose was often challenged by heavy workloads, student diversity, and emotional stress. A strong sense of purpose contributed to greater resilience, improved teaching practices, and informed future career plans—often supported by mentors and reflective practices. While the small sample size limits the generalizability of findings, the study emphasizes the importance of supportive school environments for enhancing teacher well-being. It recommends the development of the FIND Wellness Program, specifically designed for teachers who provide care to others, focusing on their emotional, physical, and professional health. This program aims to increase resilience and help preserve teachers’ sense of purpose. These findings offer valuable insights for educators, school leaders, and policymakers in fostering teacher motivation, commitment, and overall well-being.