Authors : Angelie Villaluz- Argoncillo

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/3nvbped9

Scribd : https://tinyurl.com/yu9sdkn2

DOI : https://doi.org/10.38124/ijisrt/26mar765

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

Abstract : Financial literacy among teachers is vital for achieving a stable and financially secure life. In today’s complex financial landscape, financial literacy empowers individuals to make informed decisions regarding savings, investments, protection, spending, and borrowing. This study employs a quantitative, cross-sectional design using Structural Equation Modeling (SEM), specifically, the Diagonally Weighted Least Squares (DWLS) model, to examine both direct and indirect effects among factors influencing financial literacy and financial behaviors of public school teachers in the Province of Capiz. A sample of 378 teachers was selected via cluster random sampling, determined using Yamane’s formula. Confirmatory Factor Analysis (CFA) reveals significant relationships between teachers’ demographic profiles and their behaviors across debt management, loan behavior, credit repayment, money management, and personal financial practices. These findings underscore the importance of implementing tailored financial education programs to enhance teachers’ financial literacy, improving their decision-making and long-term financial security.

Keywords : Financial Literacy, Personal Financial Management, Debt Management

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