This study explored the lived experiences of tricenarian educators facing financial challenges while striving to achieve personal and professional stability. Conducted at Platon Esperanza Taguding Elementary School in Kiamba 1 District, the study examined how teachers in their thirties manage daily expenses, family obligations, and costs related to professional growth. Using a qualitative single case study design, five participants aged 30 to 39 with 8 to 15 years of teaching experience were purposively selected. Findings revealed major challenges such as financial strain, mental burden, work distraction, missed career advancement opportunities, emotional distress, postponed aspirations, and persistent debt-related pressure. Despite these struggles, participants employed various coping mechanisms, including financial planning, controlled spending, emotional release, incurring debt to support goals, seeking social and family support, engaging in personal outlets, saving extra income, self-care practices, and using budget monitoring tools. Their insights reflected personal and financial growth through empowered financial decisions, financial growth, aspiring for excellence, thinking before spending, career motivation, long-term planning, and debt awareness. In conclusion, tricenarian educators encounter continuing financial hardships but remain resilient through strategic coping efforts and reflective financial awareness. Findings imply the need for institutional support in the form of financial literacy training, debt management counseling, and welfare programs for teachers. These results contribute to educational management by emphasizing the importance of proactive financial support systems to sustain teacher well-being, job performance, and long-term career development.
Navarro et al. (Sat,) studied this question.