This phenomenological study explored the role of educators in promoting Good Manners and Right Conduct (GMRC) in integrated schools within Cluster 12 of the Division of Davao City, particularly focusing on teachers as moral exemplars. Specifically, the study aimed to determine the challenges faced by teachers in teaching GMRC, identify their coping mechanisms, and draw policy implications from the findings to strengthen values education implementation in schools. The study employed a qualitative phenomenological research design to capture the lived experiences and perspectives of educators involved in learner formation and values education. Ten teacher- informants were purposively selected from integrated schools. Data were gathered through in-depth interviews (IDI) and analyzed using Braun and Clarke’s (2006) thematic analysis framework. Trustworthiness was established through credibility, transferability, dependability, and confirmability procedures. The findings revealed three major themes: Contextual and Systemic Challenges in GMRC Promotion, Coping Mechanisms employed by teacher in teaching GMRC, and Policy Implications from the findings of the study to strengthen values education implementation. Teachers served as significant moral exemplars whose behaviors strongly influenced learners’ ethical development. The findings implied that effective values education required collaborative school-home-community partnerships, ethical leadership, contextualized instruction, and sustained institutional support. The study recommended strengthening teacher moral leadership programs, integrating GMRC across learning areas, and enhancing stakeholder collaboration to reinforce learner moral formation.