Beyond Awareness: Examining Financial Behaviors Among Public School Teachers in the Philippines

This study examined the financial behaviors of public school teachers in Baguio City, Philippines, focusing on behavioral frequency, perceived difficulty, and differences across demographic and professional groups. Using an explanatory sequential mixed-methods design, survey data from 335 teachers and follow-up interviews were analyzed through statistical tests and thematic analysis. Findings showed that teachers generally demonstrated moderately positive financial behaviors, especially in meeting routine obligations. However, these practices reflected disciplined management under limited income and heavy debt burdens rather than true financial security. Significant differences were found by marital status and employment rank, while attendance at financial literacy seminars showed no significant effect. The study also revealed a gap between frequency and difficulty: budgeting was most often done but was considered the hardest due to scarce resources, while choosing financial products was considered easiest despite limited critical evaluation. Overall, teachers’ financial behaviors were shaped more by structural constraints than by lack of knowledge. The study recommends stronger behavioral support systems, such as automated savings, debt restructuring mechanisms, and just-in-time financial coaching.