Financial Literacy and Classroom Management Practices on Teaching Engagement of Teachers

This study examined the relationship between financial literacy, classroom management, and teaching engagement among 200 public school teachers in Kitaotao II and III District during the 2024–2025 school year's fourth quarter. Using a descriptive-correlational design and survey data, it assessed teachers’ skills in budgeting, debt, investing, savings, behavior management, parent collaboration, and planning, alongside their emotional, social, assessment, and professional growth engagement. The research aimed to identify how financial literacy and classroom management influence teaching engagement and determine the strongest predictors to support strategies for improving teacher performance and professional development in the district.The study of teachers in the Kitaotao II and III District reveals that strong financial literacy-especially in managing debt, saving, budgeting, and investing-alongside effective classroom management, particularly parent collaboration and lesson planning, significantly enhances teacher engagement and performance. Teachers demonstrate confidence in handling financial matters and classroom challenges, fostering positive learning environments and serving as role models for students. The findings highlight that these factors collectively explain 43% of the variation in teacher engagement, emphasizing the critical role of financial education, parent-teacher partnerships, and strategic planning in promoting teacher motivation, job satisfaction, and overall effectiveness.