International Journal on Science and Technology

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Teachers’ Financial Literacy and Financial Management Practices

Author(s) Harvey D. Maribao, Nora C. Narido, PhD
Country Philippines
Abstract Teachers often face financial challenges due to limited financial education, which can impact their decision-making and overall financial stability. This study aimed to assess the financial literacy and management practices of public elementary school teachers in Don Carlos, Bukidnon, during the School Year 2024–2025. Specifically, it described the respondents' profiles, evaluated their levels of financial literacy and financial management practices, examined the relationship between the two, and tested differences in practices based on their demographic profile. A total of 309 public elementary school teachers participated in the study. A modified questionnaire was utilized, and data were analyzed using descriptive statistics, Pearson Correlation Coefficient, and T-test. The study used a descriptive-correlational research design with complete enumeration.
Results revealed that teachers had high financial literacy, particularly in daily financial tasks, but showed limited understanding of risk and return. Their financial management practices were also rated high, though heavy use of credit cards pointed to budgeting concerns. A significant positive relationship between financial literacy and financial management was found. Notable differences in financial practices emerged when grouped by age, income, and education. The study concluded that improving teachers’ financial education—especially in risk assessment, savings, and credit use—is vital for long-term financial well-being.
Keywords Financial Literacy, Financial Management Practices
Field Sociology > Education
Published In Volume 16, Issue 2, April-June 2025
Published On 2025-05-21
DOI https://doi.org/10.71097/IJSAT.v16.i2.5378
Short DOI https://doi.org/g9mq8k
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