Authors : Kimberly G. Pegarro; Remigilda Gallardo

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/4n2hejwe

DOI : https://doi.org/10.38124/ijisrt/25jun797

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative phenomenological study explored the lived experiences of elementary school teachers on financial challenges in selected elementary schools in Davao Occidental. Using purposive sampling, the researcher selected ten educators who participated in in-depth interviews (IDI) and focus group discussions (FGD). Findings revealed five main themes on teachers’ financial experiences, including salary insufficiency, additional expenses, financial planning and management, dependency on external support, and emotional and psychological impact. Moreover, four key coping mechanisms emerged: budgeting strategies, resource sharing and networks, emotional and social support, and personal financial literacy and learning. Additionally, the study identified three educational management insights, namely, strategic resource allocation, creative classroom management, and the pursuit of financial literacy and personal development. Collectively, these results underscore the resourcefulness and resilience of teachers facing ongoing financial pressures. By highlighting both practical coping techniques and broader institutional insights, the research provides valuable guidance for policymakers, school administrators, and educators alike. Ultimately, understanding these challenges and strategies can inform interventions that promote financial stability and enhance teaching effectiveness.

Keywords : Educational Management, Teachers’ Financial Challenges, Phenomenological Study, Coping Strategies, Resource Sharing, Financial Literacy.

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