Financial Pressures and Teacher Outcomes: Evidence from Female Public School Teachers in Lanao del Sur, Philippines
DOI:
https://doi.org/10.69569/jip.2025.697Keywords:
Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), Financial pressures, Performance, Teacher well-beingAbstract
The teaching profession is vital to educational and social progress, yet its practitioners remain financially vulnerable. Public school teachers in remote areas such as Lanao del Sur in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) face financial challenges, physical isolation, and inadequate resources. This study evaluated financial pressures, well-being, and performance among female public school teachers within a single district. A validated questionnaire was used to survey thirty female teachers with long service years on financial strain indicators, workplace well-being subscales (perspective, self-management, support, meaningfulness, self-care), and self rated performance domains. Statistical methods included descriptive statistics and regression. Despite financial stress, well-being (M = 4.36, SD = 0.40) and performance (M = 4.42, SD = 0.38) were high. Regression models indicate that financial pressures strongly predict well-being (Adj. R² = 0.69, p < .05), with annual pay and self-rated performance as major predictors, whereas other income sources are negligible. The performance model was not significant (Adj. R² = 0.33, p =.259), but retention-related financial pressures and classroom supply affordability were major predictors. These findings show that teachers remain resilient and competent under pressure, but financial strains endanger long-term sustainability. Systemic pay improvements, classroom supply and retention incentive improvements, and financial capability assistance programs are needed. Hence, financial security is essential for teacher motivation, attrition reduction, and educational excellence. The study contributes localized evidence to the global discourse on teacher well-being.
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