Financial Literacy and Management Practices, and Work-Life Balance of Public School Teachers
DOI:
https://doi.org/10.65339/ijsis.V1.I4.256Keywords:
Educational Sustainability, Financial Literacy, Financial Management, Financial Well-Being, Public-School Teachers, Sustainable Development Goals, Work-Life BalanceAbstract
Financial literacy and financial management practices play important roles in supporting teachers’ financial well-being and work-life balance. This study examined the financial literacy, financial management practices, and work-life balance of public elementary school teachers in selected schools in Bilar, Batuan, Carmen, and Sierra Bullones, Bohol, during School Year 2026–2027, as a basis for developing a Financial Literacy Action Plan. Guided by behavioral finance, financial literacy, human capital, planned behavior, and social cognitive theories, the study employed a quantitative descriptive-correlational and predictive research design. Data were collected from 253 teachers selected through proportionate stratified sampling using an adapted structured questionnaire. Descriptive statistics, t-tests, analysis of variance, and multiple linear regression were used to analyze the data. Results revealed high financial literacy (M = 3.54), moderately practiced financial management (M = 3.33), and satisfactory work-life balance (M = 3.21). Financial skills were weaker than financial knowledge and attitudes, while saving and investment were the least practiced financial management areas. Significant differences were identified in financial literacy by age, financial management by monthly income, and work-life balance by gender and monthly income. Financial management practices (β = .374, p < .001) and financial literacy (β = .164, p = .040) significantly and positively predicted work-life balance. The regression model explained 40.9% of its variance (R² = .409). The study recommends implementing a Financial Literacy Action Plan emphasizing practical financial skills and integrating financial education into teacher development and wellness programs. The findings support Sustainable Development Goals 4 (Quality Education), 3 (Good Health and Well-Being), and 8 (Decent Work and Economic Growth). The study contributes to educational and socioeconomic sustainability by providing evidence to guide institutional support for teachers’ financial management and personal well-being.
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Copyright (c) 2026 Jessame G. Saligan, Arceli M. Hernando, EdD, Joseph I. Saligan, JD, EdD (Author)
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