Financial Literacy and Coping Mechanisms of Public Secondary School Teachers in San Antonio, Zambales

Aldrin Bagasina; Raymond Espiritu

doi:10.11594/assrj.01.04.02

Authors

Aldrin Bagasina Deped
Raymond D. Espiritu president ramon magsaysay state university https://orcid.org/0009-0006-1314-6027

DOI:

https://doi.org/10.11594/assrj.01.04.02

Abstract

Financial literacy is essential in promoting financial well-being, sound financial decision-making, and resilience, particularly among public school teachers who often face financial challenges arising from limited resources coping mechanisms of public secondary school teachers in San Antonio, Zambales and examined the relationship between these variables. It also identified significant differences in financial literacy and financial coping mechanisms when respondents were grouped according to selected profile variables. The study employed a descriptive-correlational quantitative research design involving public secondary school teachers from Angeles National High School, San Antonio National High School, Pundakit High School, and Dalmacio-Pablo Carpio National High School during the Academic Year 2025–2026. Data were gathered through an adapted and modified survey questionnaire based on the OECD/INFE Financial Literacy Framework. The collected data were analyzed using appropriate descriptive and inferential statistical tools. The findings revealed that the respondents demonstrated a high overall level of financial literacy and frequently employed financial coping mechanisms in managing financial challenges. Significant differences were observed in selected dimensions of financial literacy and financial coping mechanisms when respondents were grouped according to profile variables. Furthermore, Pearson Product-Moment Correlation revealed a significant high positive relationship between financial literacy and financial coping mechanisms, indicating that teachers with higher levels of financial literacy tend to adopt more effective financial coping strategies. The study concludes that financial literacy plays a significant role in shaping the financial coping mechanisms of public secondary school teachers. Strengthening teachers’ financial knowledge, financial management skills, and financial decision-making abilities may contribute to improved financial resilience and overall well-being. The findings provide a basis for school administrators and public educational institutions to integrate financial literacy and financial wellness initiatives into institutional support programs and administrative planning. Such initiatives may inform institutional policies and programs that promote teachers’ financial well-being and strengthen institutional support for long-term financial resilience.

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