Financial Management Practices of Public Secondary School Teachers in IGACOS Division: Basis for Intervention Program

Financial management practices are believed to be a concern for many teachers, significantly impacting their performance at work.However, the full extent of teachers' financial management practices has not been thoroughly explored.This study aimed to assess the extent of financial management practices among teachers in IGACOS Division and examine any significant differences in these practices across different school categories.Through purposive sampling, 156 public secondary teachers were selected as respondents.The descriptive survey method was utilized, and data were analyzed using Mean and ANOVA.The results revealed that the extent of financial management practices among teachers was moderately extensive.Specifically, saving practices and debt management were found to be moderately extensive, while expenditure and investment practices were less evident.Furthermore, no significant difference was found in the extent of financial management practices when analyzed by school category.This indicates that teachers from various school categories, including big, medium, and small schools, did not differ significantly in their financial management practices.Based on these findings, it is suggested that higher officials in the Department of Education, school principals, and teachers collaborate to enhance and strengthen teachers' financial management practices.This collaborative effort could help improve teachers' financial well-being and ultimately enhance their performance at work.