The present study aimed to investigate the lived experience of female teachers regarding the teacher ranking scheme. This research is qualitative, employing a descriptive phenomenological approach. The study population consisted of all female teachers in Rasht city. Participants included fifteen teachers who were selected through purposive and criterion-based sampling. Data were collected using semi-structured interviews. The obtained data were coded and analyzed using Colaizzi's seven-step method. The analysis yielded three main themes and seven subcategories. The first main theme was "ranking as a double burden," comprising the subcategories of "stress," "structural injustice," and "increased workload and deviation from the core mission." The second main theme was "ambivalent sense of worth," which included the subcategories of "conflicted professional identity" and "livelihood and welfare challenges." The third main theme was "imposed motivation," encompassing two subcategories: "instrumental motivation" and "ineffective implementation process." Based on the findings, it appears that the lived experience of female teachers in Rasht regarding the ranking scheme has been predominantly characterized by tension, dissatisfaction, and a sense of injustice. The results of this study suggest that, within the lived experience of teachers, the ranking scheme—rather than enhancing motivation and fairness—has become a factor contributing to increased workload, stress, and feelings of inequality. Therefore, a fundamental revision of implementation processes and attention to the voices of teachers seem necessary to achieve the original objectives of the scheme. The findings of this study can be useful for the Ministry of Education.