Financial Literacy and Well-Being Among Teachers

This study examined the relationship between financial literacy and well-being among public elementary school teachers in San Fernando II District, Bukidnon. Using a descriptive-correlational research design, data were collected from 154 teachers through a structured questionnaire assessing financial literacy in terms of budget management, financial management, and financial transactions, as well as well-being in terms of working conditions, career advancement, peer relations, and nature of work. Results revealed that teachers demonstrated a high level of financial literacy, with mean scores of 3.73 in budget management, 3.77 in financial management, and 3.93 in financial transactions. Similarly, teachers reported high well-being, particularly in working conditions (M = 4.25) and nature of work (M = 4.50), while career advancement (M = 4.11) and peer relations (M = 4.19) were rated slightly lower. However, correlation analysis showed no significant relationship between financial literacy and well-being across all domains (p > 0.05), leading to the acceptance of the null hypothesis. The findings suggest that while teachers possess adequate financial knowledge and experience positive work conditions, financial literacy does not directly influence their professional well-being. The study highlights the need for institutional support and targeted interventions to enhance both financial capability and workplace satisfaction.