Assessing Financial Literacy among Teachers in Flora District, Philippines

Purpose: This study explores the level of financial literacy, financial behavior, and teaching performance of elementary teachers in the Flora District. It aims to understand how teachers' financial knowledge and practices affect their professional capabilities and overall effectiveness in education. Methods: The study employed a descriptive research design with a quantitative approach, utilizing a structured self-administered questionnaire to gather data from elementary teachers in the Flora District. The instrument encompassed various sections, including socio-demographic data, financial literacy assessment, and teaching performance metrics. Complete enumeration of all elementary teachers in the district was conducted to ensure reliable data collection. Results and Discussion: A high level of financial literacy among respondents, with a mean score reflecting above-average knowledge in savings, budgeting, and credit management. Teaching performance ratings indicated that most teachers fell into the "Very Satisfactory" category. There is a statistically significant relationship between teachers' financial literacy and specific aspects of their financial behavior, although financial literacy showed no significant correlation with overall teaching performance. This study aimed to assess the levels of financial literacy, financial behavior, and teaching performance of elementary teachers in the Flora District. The findings indicate that the teachers possess a solid understanding of financial principles and demonstrate positive financial behaviors, including regular expense tracking and a proactive approach towards saving. The analysis reveals that while most teachers have demonstrated commendable financial literacy, certain areas such as investment and budgeting require further attention. The positive correlation between financial literacy and responsible financial behavior emphasizes the need for continuous financial education, which can significantly enhance their overall financial decision-making processes. Conclusions: The study showcased a very satisfactory level of teaching performance among the teachers surveyed. However, the relationship between financial literacy and teaching performance was not statistically significant, suggesting that while financial knowledge is crucial, teaching efficacy may depend on various other factors, including pedagogical skills and classroom management. Considering these findings, it is recommended that targeted professional development programs focusing on financial literacy be implemented. Such programs should not only enhance teachers’ personal financial management skills but also equip them with the tools to impart financial knowledge to their students effectively, thereby fostering a more financially literate generation. By investing in the financial education of teachers, we can create a ripple effect that benefits not only the educators themselves but also their students and the wider community. Future research could expand beyond the Flora District to assess financial literacy and behavior among educators in different contexts, allowing for a more comprehensive understanding of these relationships.