Financial Literacy Challenges: The Case of Filipino Public-School Teachers

Casingal, Cyrus; Ancho, Inero

doi:10.21776/ub.jam.2021.019.04.02

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…This suggest that the teachers occasionally experienced difficulty in their finances. This conforms to the findings of the study conducted by Casingal and Ancho (2021) in their study showed that the majority of the public-school teachers are struggling financially. More-over, teachers unconsciously practice informal debt, which causes uncontrolled debt.…”

Section: Resultssupporting

confidence: 91%

Teachers’ Level of Stress and Efficiency

M. Apdian,

M. Valle

2023

IJRP

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This study endeavored to determine the extent of work-related and non-work-related stress and the work efficiency of the teachers. Specifically, the study sought to determine the extent of stress, work efficiency, and the significant relationship between stress and work efficiency. A total of 162 elementary teachers of select schools of the Division of City schools of El Salvador City comprised the respondents of the study. The study employed the descriptive-correlational design using the purposive universal sampling. Mean, standard deviation was used to find out the extent of work-related and non-workrelated stress. Frequency, percentage distribution, mean, and standard deviation were employed to determine the work efficiency of the teachers. Pearson Moment Correlation of Coefficient was used to determine the significant relationship between stress level and work efficiency. The work-related and non-work-related stress of the teachers were at the moderate extent and their work efficiency was at the outstanding level as measured by their IPCRF. Resources and Time Management work-related stress were statistically related with the teachers' work efficiency. Possible training on coping strategies in handling administrative and time management stress may be conducted to maintain the well-being of the teachers. Teachers may consciously plan, and control time spent on specific tasks to increase efficiency. Moreover, they can also establish networking and linkage with government and non-government organizations to generate resources.

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Section: Resultssupporting

confidence: 91%

Teachers’ Level of Stress and Efficiency

M. Apdian,

M. Valle

2023

IJRP

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“…The absence of financial literacy programs in schools has led to poor financial knowledge, decision-making skills, and understanding. Schools or the government must develop and provide an effective, better, and well-planned financial literacy program for teachers (Casingal & Ancho, 2021). Teachers who are also members of a household will have concerns in relation to economy.…”

Section: Resultsmentioning

confidence: 99%

Income, Expenses and Expenditure Patterns of Elementary Public-School Teachers: Inputs to a Proposed Financial Literacy Program

Fernando,

Arrieta

2023

ijsl

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This study explored the income, expenses, and expenditure patterns of eight elementary public school teachers from urban areas. Using the case study method, it compared and analyzed teacher’s expenses before and during these times when financial distress hit the world, the COVID-19 pandemic. The results showed that most teachers tend to borrow more than what they were earning from different lending institutions. They engaged in different lending or pawning schemes in order to address their financial needs. Based on the findings, it can be concluded that the participants are financially challenged and continuously struggle to make both ends meet. A financial literacy program focusing on management of funds/resources, financial decision-making proficiency, planning, savings and investing, and financial responsibility was developed that can be provided to teachers. It is recommended that school heads may look into these financial concerns and a financial literacy program be integrated in in-service trainings.

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“…Likewise, public school teachers of the Philippines continue to be indebted to creditors which also has an indirect impact to their performance. Majority of schoolteachers are struggling with their finances leading to a constrained life [6].…”

Section: Since I Am a Government Employee I Can Say That I Am Financi...mentioning

confidence: 99%

“…Usually, they end up being engaged in formal and even in informal borrowing [4,5]. Unfortunately, teachers who are submerged to informal debt usually end up economically challenged due to the need to pay off higher interest rates which results to more borrowing [6]. It is therefore important to underscore the need to strive for financial stability achieved through literacy.…”

Section: Introductionmentioning

confidence: 99%

Assessing Financial Freedom among Teachers in the New Normal

Flores¹,

Filomeno²,

Landawe³

et al. 2023

AJARR

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Financial freedom is a status that all individuals aspire. Being such entails a state of being unconcerned with finances since a person believes that he or she has got it covered. Mindful of the adverse effects of COVID-19 pandemic on the financial well-being of employees in practically every business, the said crisis has increased stress in a wide range of situations for teachers knowing that they nevertheless paid less than comparable professionals. The purpose of this study was to determine how teachers perceive their financial freedom in the new normal. To achieve, the researchers employed a qualitative-phenomenological approach to explore the reality in an in-depth manner. The use of a qualitative research design, on the one hand, allowed the researchers to properly consider the narratives which came from the personal lives of the chosen participants for this study. On the other hand, phenomenological approach in qualitative research was utilized for the exploration of the phenomenon. Through the utilization of this approach, the researcher was able to fully grasp the realities faced by the participants of this study. Twenty participants were chosen purposively to guarantee that they would provide the most substantial data. In-depth interviews were conducted and the participants’ responses were transcribed. Thematic analysis was employed to analyze the bulk of data and organize theme to bring to light the most emergent theme. Results showed that the teachers had dissimilar financial situations since some of them said that they were financially challenged, some became more financially concerned, while others said that they were financially stable during the pandemic. Also, the pandemic setting made teachers to realize the need to observe financial judiciousness through the realization of the essentiality of financial sensibility and the necessity of financial austerity. Further, the teachers were able to gain significant insights such as the need to prioritize financial stability through well-managed finances, financial control, and financial integrity.

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Financial Literacy Challenges: The Case of Filipino Public-School Teachers

Cited by 3 publications

References 15 publications

Teachers’ Level of Stress and Efficiency

Teachers’ Level of Stress and Efficiency

Income, Expenses and Expenditure Patterns of Elementary Public-School Teachers: Inputs to a Proposed Financial Literacy Program

Assessing Financial Freedom among Teachers in the New Normal

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