Financial Literacy and Financial Health of Public Junior High School Teachers

Abstract

This study used a quantitative-descriptive research design to assess financial literacy and financial health among public junior high school teachers in District VI, Division of Quezon City. A validated questionnaire was used as the primary research instrument, and data were collected from 241 randomly selected respondents. The research addressed the existing data gap regarding public-school teachers’ financial health. Findings revealed that respondents generally demonstrated a high level of financial literacy, with an overall mean score of 4.02. Specifically, scores were 4.24 for financial knowledge, 4.15 for financial behavior and financial attitude, 4.04 for budgeting and tax planning, 4.06 for managing liquidity, 3.86 for investment, and 3.75 for retirement planning, the lowest among the categories. Notable gaps emerged in financing major purchases and balancing savings with borrowing. The financial health of the respondents was categorized as "Financially Coping," with an overall mean score of 61.2. This included 63.17 for spending, 51.87 for saving, 72.40 for borrowing, and 60.22 for financial planning. Many teachers reported challenges in maintaining financial reserves and showed concern about their capacity for long-term savings. Statistical analysis revealed significant differences in financial literacy based on sex, age, number of children, income level, educational attainment, teaching position, years of teaching experience, and area of specialization. Similarly, significant differences in financial health were observed for sex, age, civil status, number of children, education, teaching position, years of experience, and specialization. These findings underscore the role of demographic factors in influencing financial outcomes. It also emphasized the importance of developing a targeted financial literacy and financial health training program to address the specific needs of public-school teachers.