Abstract
This study attempted to determine the financial literacy of income-generating projects coordinator and level of implementation of income-generating programs as basis for designing financial literacy teacher training among the selected public elementary and secondary school teachers in the Division of Quezon Province. Specifically, it identified the level of financial literacy of IGP coordinators, level of implementation of income-generating projects of IGP teachers and the implementation of income-generating projects encountered by the respondents. It also looked into significant relationship between level of financial literacy of IGP teachers and level of implementation of income-generating projects of IGP teachers. Using quantitative-descriptive research design, the study was conducted among public elementary and secondary schools in the DepEd- Division of Quezon Province involving 137 sample-respondents, selected using purposive sampling technique. A self-devised questionnaire was used in the collection of data. Further, statistical tools were employed namely: weighted arithmetic mean and Pearson moment correlation. The conclusion emphasizes the importance of targeted interventions, training programs, and strategic improvements to enhance the financial literacy, skills, and overall implementation of IGPs. By addressing these areas and implementing the proposed solutions, educational institutions and stakeholders can optimize the benefits of IGPs, ensuring financial stability, efficient resource allocation, and improved outcomes for the school and its various PPA's.
