Financial Well-Being and Teaching Performance among Teachers: The Role of Net Take-Home Pay

This study examined the relationships of factors associated with teachers’ take-home pay with teaching performance and professional well-being at Dalaguete National High School in Cebu, Philippines. A quantitative descriptive-correlational design was used, and the final analyses involved 104 teachers. A structured questionnaire measured seven take-home-pay-related factors, three dimensions of teaching performance, and three dimensions of professional well-being. Data were analyzed using means, standard deviations, Pearson correlations, and multiple regression. Instructional competence and classroom management each obtained a mean of 3.22, while assessment and evaluation practices obtained 3.20. Mental and emotional well-being was more favorable (M = 2.71) than job satisfaction (M = 2.31) and professional work balance (M = 2.37). Most take-home-pay-related factors were positively associated with teaching performance and professional well-being, although allowances and benefits showed several nonsignificant relationships. The regression models explained 31.0%–52.7% of the variance in teaching performance and 44.4%–63.6% in professional well-being. Employment status was significant across all three teaching-performance models. Significant predictors differed across outcomes, indicating that professional outcomes were associated with interconnected financial, professional, and employment conditions. A Teacher Financial Stability, Teaching Performance, and Professional Well-Being Enhancement Program was proposed to integrate financial support, career development, instructional improvement, well-being initiatives, and policy monitoring.