Financial Literacy and Teaching Performance of Public School Teachers

Teaching performance plays a crucial role in shaping the quality of education and influencing student achievement. This study investigated the influence of financial literacy on the teaching performance of public secondary school teachers in the Banisilan Central District for School Year 2025–2026 using a quantitative-correlational research design. Descriptive statistics, including mean and standard deviation, were utilized to describe teachers’ levels of financial literacy and teaching performance, while analysis of variance (ANOVA) and correlation analysis were employed to examine differences and relationships among the variables.

Findings revealed that majority of the respondents were young adults, married, and holding Teacher III positions. Moreover, the secondary school teachers demonstrated a moderate level of financial literacy across all components and a very satisfactory level of teaching performance based on their IPCRF. Inferential analysis revealed no significant difference in the teachers’ financial literacy when grouped according their demographic profile. Meanwhile, the correlation analysis indicated a significant positive relationship between teachers’ financial literacy and their teaching performance.

The study concludes that financial literacy is positively associated with teaching performance, indicating that teachers with better financial knowledge tend to demonstrate higher levels of professional effectiveness.