THE LOAN DEPENDENCY AMONG PUBLIC SCHOOL TEACHERS IN SAN ISIDRO, DAVAO ORIENTAL: BASIS FOR AN ACTION PLAN

This study investigated the extent and differences in loan dependency among public-school teachers in San Isidro, Davao Oriental. It examined how demographic profiles relate to teachers’ borrowing behavior across four dimensions: accessibility and affordability, financial needs and responsibilities, specific purchases and investments, and personal goals and aspirations. Using a quantitative descriptive–comparative design, the study involved 199 randomly selected teachers from elementary and secondary levels. Data were gathered through a validated questionnaire and analyzed using mean, standard deviation, t-test, and Kruskal–Wallis test. Results revealed a high overall loan dependency with a mean of 3.92. The highest mean was observed in accessibility and affordability followed by financial needs and responsibilities, showing that teachers often rely on easily accessible, low-interest loans to meet family and daily expenses. Significant differences were noted in number of children, spouse’s occupation, and department level, but not in sex or civil status. The study concludes that teachers’ loan dependency is driven by financial pressures and behavioral factors, reflecting the influence of attitudes, social norms, and perceived control as posited by TPB. It recommends strengthening financial literacy and debt management programs, promoting savings schemes, and formulating policies that encourage responsible borrowing and financial resilience among teachers.