In recent years, the topic of self-compassion has attracted increasing attention in the literature, yet little is known about teachers' perceptions of self-compassion in their daily practice. This qualitative study adopted a phenomenological approach to deepen the understanding of self-compassion among this population. Thirty-four teachers in Israel aged 25-63 were interviewed face-to-face in 2023, using a semistructured interview guide. Thematic content analysis revealed three main themes: (1) an approach to life and professional practice--fostering connection and collaboration; (2) an evolving process--accepting and forgiving oneself; and (3) training--strengthening the self-compassion muscle. The findings suggest that fostering self-compassion among teachers can help alleviate occupational stress and burnout. Schools should provide resources and promote a collaborative culture, implement mentorship programs, and incorporate self-compassion tools into teacher training programs. Additionally, policy-makers should promote practices that focus on enhancing teacher self-compassion. By implementing these recommendations, schools can create a supportive environment that promotes teachers' overall health and well-being. This study offers practical implications for teachers, administrators, and teacher education programs, and highlights relevant areas for future research.