EXPLORING THE IMPACT OF FINANCIAL LITERACY ON WORK

ENGAGEMENT AMONG PUBLIC SECONDARY SCHOOL

TEACHERS IN LANAO DEL NORTE, PHILIPPINES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 31
Issue 10
Pages: 1145-1150
Document ID: 2025PEMJ3036
DOI: 10.5281/zenodo.14847502
Manuscript Accepted: 02-03-2025
 Psych Educ, 2025, 31(10): 1145-1150, Document ID:2025PEMJ3036, doi:10.5281/zenodo.14847502, ISSN 2822-4353
Research Article

Exploring the Impact of Financial Literacy on Work Engagement among Public Secondary School
Teachers in Lanao del Norte, Philippines
George B. Temonio*
For affiliations and correspondence, see the last page.
Abstract
This study explored the relationship between financial literacy and work engagement among public secondary school
teachers in Lanao del Norte, Philippines, offering insights relevant to teacher development and educational policies.
Using a descriptive-correlational design, the research assessed teachers’ financial knowledge, behavior, and attitudes
alongside their levels of vigor, absorption, and dedication at work. Findings revealed high financial knowledge and
behavior but only moderate financial attitudes, highlighting areas for improvement. A strong positive correlation
emerged between financial literacy and work engagement, suggesting that financially literate teachers are more
motivated and committed to their profession. These results underscore the need for financial literacy programs as part
of teacher development initiatives, equipping educators with skills to manage financial challenges, reduce stress, and
enhance job satisfaction. Strengthening financial well-being among teachers may contribute to greater engagement,
improved teaching effectiveness, and overall educational quality. Future research could further examine the impact of
financial education programs and explore contextual factors influencing financial literacy’s role in teacher
performance.
Keywords: financial knowledge, financial behavior, financial attitude, teacher work engagement, financial literacy
programs, descriptive-correlational design

Introduction
Financial literacy and work engagement are essential for personal and professional success, yet many individuals, particularly in
emerging economies, struggle with fundamental financial concepts (OECD, 2021; Kasyanenko et al., 2023). This financial knowledge
gap can lead to poor financial decisions, financial stress, and decreased engagement at work.
In education, teachers’ work engagement significantly impacts teaching quality (Siddique et al., 2022) and student outcomes (Florecilla
et al., 2017). Engaged teachers exhibit enthusiasm, dedication, and commitment, creating positive classroom environments that enhance
student achievement (Türk & Korkmaz, 2022; Johnson, 2017). Work engagement, as defined by Schaufeli et al. (2002), comprises
three key dimensions: vigor (energy and persistence in work), absorption (deep focus and immersion in tasks), and dedication (sense
of significance and pride in work). However, one overlooked factor influencing teachers’ work engagement is their financial literacy.
Financial literacy encompasses three core components: financial knowledge (understanding financial concepts), financial behavior
(practices related to budgeting, saving, and debt management), and financial attitude (confidence and mindset toward financial decision-
making) (Dwiastanti, 2015; James, 2023; Mitchell & Lusardi, 2015).
Research suggests that individuals with strong financial literacy demonstrate responsible financial behaviors (Aristei & Gallo, 2020;
Woodyard & Robb, 2012) and that positive financial attitudes contribute to effective financial management and reduced stress (Hashmi
et al., 2021). Enhancing financial literacy may alleviate financial burdens and improve teachers’ overall engagement and job satisfaction
(Arroyo & Bayani, 2024).
Despite receiving salaries above the minimum wage, Filipino teachers face financial challenges due to gaps in financial literacy
(Nerona, 2023). Many teachers lack essential knowledge in saving, investing, insurance, and retirement planning (Erno, 2022), leaving
them vulnerable to financial insecurity (Casingal & Ancho, 2022; Galapon & Bool, 2022). While public school teachers generally
receive competitive salaries, effective financial management remains a challenge (de Guzman & Reginalde, 2022), potentially
impacting their productivity and overall well-being.
This study is grounded in the Theory of Planned Behavior (TPB) (Ajzen, 1991), which explains how financial literacy may influence
teachers' work engagement. TPB posits that behavior is shaped by three factors: attitudes, subjective norms, and perceived behavioral
control. In this context, teachers’ attitudes toward financial literacy—whether they perceive financial management as valuable—may
influence their financial behaviors and, in turn, their ability to stay engaged at work. Subjective norms, including social and professional
expectations regarding financial responsibility, may shape teachers' financial decisions and commitment to their profession. Lastly,
perceived behavioral control, or the extent to which teachers feel capable of managing their finances, may directly affect their financial
well-being and capacity to maintain high levels of work engagement.
Although prior studies highlight the significance of financial literacy and work engagement, the direct relationship between these
constructs remains underexplored, particularly in the context of teachers. This study addresses this gap by examining how financial
literacy relates to teachers’ work engagement.

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Research Article

Research Questions
The present study investigated the relationship between financial literacy and work engagement of the public secondary school teachers
in Lanao del Norte division for School Year 2022-2023. Specifically, it sought to answer the following questions:
1. What is the level of financial literacy of public secondary school teachers in terms of financial knowledge, financial behavior,
and financial attitude?
2. What is the level of work engagement of public secondary school teachers in terms of vigor, absorption, and dedication?
3. Is there a significant relationship between financial literacy and the work engagement of public secondary school teachers?
Methodology
Research Design
This study employed a descriptive-correlational research design, a quantitative approach that aims to describe the characteristics of
variables and explore potential relationships between them (Creswell, 2014). This design was deemed appropriate as it allowed the
researcher to determine the levels of financial literacy and work engagement among teachers and examine whether a significant
relationship exists between these variables.
Respondents
The respondents of this study were all teaching personnel of a public secondary school located in a rural area of Lanao del Norte, under
the jurisdiction of the DepEd Division of Lanao del Norte. The study utilized a complete enumeration method, involving all 33 junior
and senior high school teachers in the school. Given the relatively small population size, this approach was chosen to ensure
comprehensive data collection, eliminating the need for sampling. Complete enumeration also minimized sampling bias and provided
a more accurate representation of the financial literacy and work engagement levels among teachers in the study context.
Instrument
The study utilized a structured questionnaire divided into two sections, measuring the key variables. The first section assessed financial
literacy, which was examined through three dimensions: financial knowledge, financial behavior, and financial attitude. This instrument
was adapted from Surendar and Subramanya Sarma (2018), whose financial literacy scale has been validated in previous studies. Its
reliability has been established, with reported Cronbach’s alpha values exceeding 0.80, indicating strong internal consistency.
The second section measured work engagement using the Utrecht Work Engagement Scale (UWES) developed by Schaufeli and
Bakker (2004), which evaluates three dimensions: vigor, dedication, and absorption. The UWES is a widely recognized instrument
with demonstrated reliability and validity, consistently reporting Cronbach’s alpha values above 0.85 in various research settings.
Procedure
The data collection process commenced after securing approval from the school principal and obtaining informed consent from all
teacher-respondents. The researcher distributed the survey questionnaires personally to ensure clarity of instructions and facilitate
immediate responses to queries. The respondents were given ample time to complete the questionnaires at their convenience to ensure
accurate and thoughtful responses. Upon completion, the researcher collected the surveys, ensuring confidentiality by employing data
coding techniques. All collected data were securely stored to maintain anonymity and compliance with ethical standards.
Data Analysis
In analyzing the gathered data, the researcher used the following statistical tools: Mean Scores and Standard Deviations, used for
analyzing both the financial literacy and the work engagement, indicating average perception/performance levels and variability,
respectively; and Pearson's Correlation Coefficient, utilized to examine the relationship between the financial literacy and the work
engagement, indicating the strength and direction of the correlation between the variables.
Ethical Considerations
To ensure compliance with research ethics, the researcher obtained permission from the school principal prior to data collection.
Furthermore, this study strongly emphasized the ethical treatment of the teacher-respondents by obtaining their informed consent
through a clear and comprehensible written consent form. To protect the participants' confidentiality and anonymity, data coding
techniques were employed, and the collected data was securely stored. Participation in the study was entirely voluntary.
Results and Discussion
Level of Financial Literacy of Public School Teachers
As shown in Table 1, the respondents exhibited a high level of financial knowledge (M = 4.03, SD = 0.68), indicating a strong
understanding of financial concepts such as budgeting, saving, investing, and financial products. This aligns with Remis (2023), who
found that teachers generally possess high financial knowledge, enabling them to manage cash flow, consumption, credit, savings, and

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Research Article

investments effectively. However, knowledge alone does not always translate into behavior, highlighting the need for programs that
bridge this gap.
Similarly, the respondents demonstrated a high level of financial behavior (M = 3.92, SD = 0.83), suggesting that they engage in
responsible financial practices such as budgeting and saving. However, this score is slightly lower than financial knowledge, indicating
that while teachers are aware of financial best practices, their application may not always be consistent. This finding supports Moko et
al. (2022), who noted that financial knowledge alone does not necessarily lead to sound financial behavior, as other factors like habits,
motivation, and external influences come into play.
On the other hand, the respondents’ financial attitude was at a moderate level (M = 3.11, SD = 0.65), suggesting that while they
generally have a positive outlook on financial matters, there is still room for improvement. Financial attitude plays a crucial role in
shaping financial decisions, as those with a more proactive financial mindset tend to plan better and prioritize savings (Hidayat et al.,
2023). Studies by Wutun et al. (2023) and Ratnawati et al. (2023) also confirm that a positive financial attitude is associated with better
financial behaviors.
Given these findings, school administrators may consider financial wellness programs that not only provide financial knowledge but
also emphasize practical application and attitude development. Integrating financial literacy sessions in teacher training or professional
development programs could help strengthen financial attitudes and bridge the knowledge-behavior gap, ultimately improving teachers'
financial well-being.
Table 1. Level of financial literacy of public secondary school teachers in terms
of financial knowledge, financial behavior, and financial attitude
Indicators Mean SD Interpretation
Financial Knowledge 4.03 0.68 High
Financial Behavior 3.92 0.83 High
Financial Attitude 3.11 0.65 Moderate
Overall 3.69 0.72 High
Scale: 1.00 - 1.80 = Very Low; 1.81 - 2.60 = Low; 2.61 – 3.40 = Moderate; 3.41 – 4.20 = High; and 4.21 – 5.00 = Very High

Level of Work Engagement of Public Secondary School Teachers

Table 2 reveals that the respondents exhibited a high level of work engagement in terms of vigor (M = 3.41, SD = 0.60), meaning they
approach their tasks with energy and persistence. Teachers with high vigor are likely to exert extra effort, persevere through challenges,
and remain enthusiastic about their work. This finding aligns with Hanaysha et al. (2023), who found that teacher vigor positively
correlates with student academic achievement, as engaged teachers foster a more motivating and dynamic learning environment.
The respondents also reported a high level of absorption (M = 3.58, SD = 0.84), indicating that they are deeply immersed in their
teaching responsibilities, often losing track of time while working. This suggests that they experience a sense of flow, which is linked
to higher job satisfaction and creativity in lesson delivery. Minghui et al. (2018) similarly found that teachers with high absorption in
their work are more likely to develop innovative teaching strategies and exhibit greater job satisfaction.
Furthermore, the respondents demonstrated a high level of dedication (M = 3.51, SD = 0.84), suggesting a strong commitment to their
students and the teaching profession. Teachers with high dedication are more likely to build positive relationships with students, foster
a supportive classroom environment, and continuously seek professional growth (Cardwell, 2017).
These findings highlight the importance of maintaining and enhancing teacher engagement, as it directly influences both teacher
effectiveness and student outcomes. Schools may consider teacher support programs, workload management initiatives, and
professional development opportunities to sustain and improve teacher engagement levels.
Table 2. Level of work engagement of public secondary school teachers
in terms of vigor, absorption, and dedication
Indicators Mean SD Interpretation
Vigor 3.41 0.60 High
Absorption 3.58 0.84 High
Dedication 3.51 0.84 High
Overall 3.50 0.76 High
Scale: 1.00 - 1.80 = Very Low; 1.81 - 2.60 = Low; 2.61 – 3.40 = Moderate; 3.41 – 4.20 = High; and 4.21 – 5.00 = Very High

Relationship between Financial Literacy and Work Engagement of Public Secondary School Teachers
Results from Table 3 indicate a strong positive correlation (r = 0.94) between financial literacy and work engagement, with a highly
significant relationship (p < .001). This means that teachers with higher financial literacy tend to have higher levels of work
engagement.
This finding aligns with Lusardi and Mitchell (2014), who found that financial literacy enhances job satisfaction and work motivation
by reducing financial stress. Similarly, Ozyuksel (2022) found that financial insecurity negatively affects employee engagement, as
financial concerns can distract workers from their responsibilities. Financially literate teachers are likely to experience less financial
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Research Article

stress, enabling them to focus more on their teaching duties and maintain high engagement levels.
Table 3. Test of significant relationship between financial literacy and work engagement of public
secondary school teachers
Variables r value Level of Correlation p-value Remark
Financial Literacy and Work Engagement 0.94 Strong Positive < .001 Highly Significant

Given this strong correlation, schools and policymakers should consider integrating financial literacy training into teacher professional
development programs. This initiative could improve not only teachers’ financial well-being but also their overall job engagement and
performance, benefiting both educators and students.
Conclusions
This study investigated the relationship between financial literacy and work engagement among public secondary school teachers,
revealing valuable insights with implications for both educational policies and teacher support initiatives. The findings indicate that
teachers exhibit a strong foundation in financial knowledge and financial behavior, although financial attitudes remain at a moderate
level, suggesting opportunities for improvement. Notably, a strong positive correlation was found between financial literacy and work
engagement, highlighting the potential role of financial well-being in fostering motivation and commitment among educators. Given
these results, policymakers and school administrators should consider integrating financial literacy programs into professional
development initiatives. Such programs could bridge the gap between financial knowledge and application, helping teachers develop
more positive financial attitudes and behaviors that contribute to reduced financial stress and increased work engagement.
Strengthening financial security among educators may lead to improved job satisfaction, teaching effectiveness, and overall well-being,
ultimately benefiting students and the educational system as a whole. Future research could further explore the causal mechanisms
linking financial literacy to work engagement, such as the role of financial stress, job satisfaction, or long-term financial planning.
Additionally, longitudinal studies could assess the effectiveness of targeted financial literacy interventions in enhancing teacher
engagement over time. Investigating variations across different school settings, socioeconomic backgrounds, or levels of teaching
experience may also provide deeper insights into how financial literacy influences teacher performance and retention.
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Affiliations and Corresponding Information
George B. Temonio
Teofila C. Quibranza National High School
Department of Education – Philippines

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