This qualitative study explores how secondary school teachers in Indian value-based institution conceptualise and enact self-management competence to sustain professional effectiveness and uphold institutional values. In the context of value-based education in India, despite increasing emphasis on teachers’ socio-emotional skills, limited research has examined how self-management is understood and practised. Addressing this gap, the study uses the CASEL (2025) framework as the theoretical underpinning, which defines self-management as the ability to regulate one’s emotions, thoughts, and behaviours. Using purposive sampling technique, 12 teachers were selected from a secondary school in India. Data were collected through semi-structured interviews and focus group discussions. Reflexive thematic analysis was employed to identify patterns in teachers’ perceptions and practices of self-management. Findings reveal that teachers conceptualise self-management as both a personal and professional competence grounded in ethical responsibility. They employ an integrated set of strategies, including emotional regulation, behavioural control, professional organisation, reflective practice, preventive boundary-setting, and active help-seeking. Importantly, self-management was perceived not merely as a coping mechanism but as a value-driven professional commitment that aligns individual well-being with institutional ethos. The study concludes that self-management operates as both an intrapersonal capacity and a moral-professional disposition essential for fostering value-based education.