This study examined the financial management practices of elementary school teachers and their relationship with teaching performance, as measured by the Individual Performance Commitment and Rating Form (IPCRF) in the Municipality of Pualas, Lanao del Sur. The research employed a descriptive-correlational design and involved 105 teacher-respondents selected through total enumeration. Data were collected using a validated survey questionnaire measuring four dimensions of financial management skills: personal behavior, financial attitude, financial knowledge, and locus of control. Results revealed that teachers "often practice" sound financial behaviors, particularly in saving and budgeting, but show weaker performance in investment and debt management. IPCRF ratings indicated that 68.6% of the teachers achieved a "Very Satisfactory" performance, while 31.4% were rated "Outstanding." However, Pearson's correlation analysis showed no significant relationship between financial management practices and IPCRF scores (B = -0.158, p = 0.042). The findings suggest that financial literacy and support systems are crucial for enhancing teacher well-being and learner achievement. Recommendations include implementing financial education programs and institutional policies to promote better financial decisions among educators.
Dimapinto et al. (Wed,) studied this question.
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