This qualitative study aims to explore how elementary school principals experience and respond to various teacher behaviors, with a particular focus on the strategies they adopt in managing such interactions. Recognizing the critical role of school leaders in shaping a productive learning environment and enhancing teacher performance, this research provides valuable insights to inform educational planning and policy. Utilizing a phenomenological approach, data were gathered through semi-structured interviews with 12 principals. Thematic analysis of the interviews revealed that principals draw on a broad range of strategies that fall into three overarching categories: (a) motivational and supportive strategies, including positive reinforcement, consultative dialogues, and fostering a sense of value; (b) supervisory and disciplinary approaches, such as informal observation, constructive feedback, and adherence to institutional policies; and (c) cultural and relational strategies, including cultivating a collaborative school culture, modeling expected behaviors, and strengthening professional communication. Participants highlighted the essential role of trust, empathy, and strong interpersonal skills in successfully implementing these strategies. Overall, the findings underscore that managing teacher behavior is a dynamic, context-driven process that demands a blend of leadership competence, social insight, and problem-solving ability.