Abstract
This study explores the relationship between teachers' take-home pay and their teaching performance across selected schools in the three divisions of Bukidnon province. A sample of 100 teachers was surveyed to assess their socio-demographic profiles, perceptions of the effect of take-home pay on their teaching, and individual performance ratings. Most participants were female, married, had 1-2 children, and possessed 1-10 years of teaching experience, with most holding a Bachelor of Science degree and master’s degree units, primarily in the Teacher I position. The average monthly take-home pay was below PHP 10,000, leading many teachers to rely on supplementary income sources, such as farming. The researcher created a survey-questionnaire that was used to collect the data. Findings indicated that while teachers expressed satisfaction in meeting classroom needs, they had moderate concerns regarding their financial situations affecting their teaching effectiveness. Although they believed that higher take-home pay could enhance their opportunities for professional development, a significant relationship between take-home pay and overall teaching performance was not established. Teachers acknowledged the importance of government policies aimed at improving their welfare and salaries, yet they expressed moderate confidence in their implementation and effectiveness. Performance ratings revealed that most teachers received "Outstanding" or "Very Satisfactory" evaluations. Statistical analyses, including frequency counts, percentages, means, standard deviations, t-tests, and Pearson Product Moment Correlation Coefficient, found no statistically significant relationship between teachers' take-home pay and their teaching performance, regardless of socio-demographic factors or the examined dimensions of teaching performance.
