Financial Stress and Financial Wellness of Secondary Teachers from the Municipality of Alabel

This descriptive correlational study explores the intricate relationship between financial stress and teaching performance among high school teachers in the Municipality of Alabel. Using a stratified random sampling approach, the research examines the demographic profiles of teachers, their levels of financial stress, financial behaviors, and the impact of financial stress on their teaching performance. A comprehensive survey questionnaire was administered to a sample of 82 teachers. This methodological approach ensures a representative sample that mirrors the diversity of the teaching population in the Municipality of Alabel. The findings of this study reveal significant correlations between financial stress and teaching performance, as well as associations between financial wellness and teaching effectiveness. These insights provide valuable insights into the complex interplay between financial challenges and educational outcomes. The research highlights the need for targeted interventions to support teachers' financial well-being and improve academic outcomes. The implications of these findings extend beyond the local context, offering policymakers, school administrators, and educators valuable insights to enhance teacher retention and student achievement amid financial pressures. By shedding light on the financial stressors teachers face and their impact on teaching performance, this study aims to inform evidence-based strategies that improve working conditions for educators and create better learning environments for students across various educational settings.