SDO Balanga City

Enhancing Financial Management Skills of Low-Income Teachers in SDO Balanga City through Targeted Financial Literacy Programs

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by

Web Admin
in

Cyrile Anne D. Ramos

SDO Balanga City

Completed 2026

ABSTRACT

This study examined the financial management skills of low-income teachers in the Schools Division Office of Balanga City and proposed targeted financial literacy programs to address their specific financial needs. It employed a mixed methods research design, combining quantitative and qualitative approaches to provide a comprehensive analysis of teachers’ financial competencies, participation in financial literacy initiatives, and perceived financial challenges. The study involved 50 purposively selected low-income teachers, equally distributed between elementary and secondary levels. Data were gathered through structured surveys, interviews, focus group discussions, and open-ended responses, and were analyzed using descriptive statistics and thematic analysis. Findings revealed that the respondents demonstrated a highly effective level of financial management skills in budgeting and expense tracking, savings and investment practices, debt management and credit awareness, and long-term financial planning and goal setting. They also showed a highly effective level of participation in existing financial literacy initiatives, particularly in program awareness and application of financial concepts in daily life. However, the study identified persistent challenges such as insufficient income, limited savings, debt dependency, and inadequate access to financial literacy programs. Based on these findings, the study proposed targeted interventions including budgeting workshops, savings and emergency fund development, debt management training, investment education, and digital financial tools training. Nevertheless, its originality lies in its localized and context-based approach to developing financial literacy interventions for financially vulnerable teachers. The findings may guide school leaders, program developers, and policymakers in designing sustainable financial education initiatives that promote teachers’ financial well-being and professional effectiveness.