Financial Literacy, Behavior, and Challenges in Teaching: An Insight for a Literacy Program

This study investigated the financial literacy of public secondary school educators at Bignay National High School and its correlation with their teaching performance. Data were collected from 120 purposively selected respondents using a descriptive correlational research approach via a structured survey. The study examined three fundamental aspects of financial literacy knowledge, conduct, and attitude alongside prevalent financial issues and performance evaluations derived from the Individual Performance Commitment and Review Form (IPCRF). The analytical tools employed were frequency analysis, weighted mean calculation, Pearson’s correlation coefficient, and chi-square testing. The findings revealed that educators typically had strong financial literacy, especially in budgeting and debt management, yet showed deficiencies in investing and long-term planning. Despite these financial skills, numerous educators continued to face persistent financial challenges, including insufficient earnings and unforeseen expenses. Statistical investigation revealed no significant correlation between financial literacy and teaching performance, nor any notable relationship between financial literacy and demographic profiles. A weak yet substantial negative relationship was observed between financial literacy and financial problems, indicating that increased financial literacy may alleviate financial stress. In light of these findings, the researchers recommended a financial literacy initiative WISE Teachers (Wealth, Investment, Savings, and Empowerment) to rectify significant deficiencies and enhance the financial welfare of educators. The study’s findings seek to enhance professional resilience and guide future policy regarding teacher financial empowerment.