FINANCIAL LIT

Financial Literacy of Secondary Education Teachers: Basis for Intervention Program for Financial Education

Audrey Mae T. Hufana, Rowena C. Meneses, Jessa Mae S. Padrones

Bachelor of Technology and Livelihood Education, Isabela State University-Echague

ABSTRACTThis study aimed to assess the financial literacy of secondary education teachers as a basis for the development of intervention programs. Using a descriptive-comparative approach, data were collected from 128 respondents across three secondary schools in Echague, Isabela. Financial literacy was evaluated across seven domains: Relating Income and Education, Money Management, Credit and Debt Management, Planning, Saving, and Investing, Becoming a Critical Consumer, Community and Financial Responsibility, and Risk Management.
The findings revealed that respondents consistently demonstrated excellent levels of financial literacy in the seven domains. The strongest performance was observed in understanding the relationship between income and factors such as career choice, education, and taxes. Statistical analyses indicated no significant differences in financial literacy when respondents were grouped by sex, civil status, educational attainment, teaching positions, and net take-home pay. The study then proposed “Classroom to Cashflow: Financial Literacy for Teachers of All Ages,” designed to provide teachers with comprehensive financial knowledge to improve financial decision-making.

Keywords: Financial education, financial literacy, intervention program, secondary education teacher, Philippines

Cite this Paper

Hufana, A. M., Meneses, R., & Padrones, J. M. (2025). Financial Literacy of Secondary Education Teachers: Basis for Intervention Program for Financial Education. Student Journal of Technology and Educational Research, Vol. 2(Issue 1), 123–132. https://doi.org/10.5281/zenodo.15736557

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