International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 3
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Relationship of Loan Dependency and Financial Well-being of Public School Teachers: Basis for Financial Literacy Program

Author(s) Ms. Kathyrine Bulyok Balanay, Dr. Garry Leopoldo Bastida
Country Philippines
Abstract This study evaluates the financial landscape of permanent public school teachers in a localized economic environment. Specifically, it assesses their level of loan dependency and perceived financial well-being while navigating economic constraints like stagnant wages and a rising cost of living. The primary objective of this study was to determine the relationship between loan dependency and the financial well-being of public school teachers in San Isidro, Davao Oriental. Ultimately, these empirical findings served as the basis for proposing a contextualized financial literacy program to support the financial independence of local educators. Employing a quantitative descriptive-correlational design, the study surveyed 199 randomly selected permanent public school teachers holding Plantilla positions across 27 schools. Data were gathered using expert-validated questionnaires measuring loan dependency and financial well-being through targeted behavioral indicators. Statistical treatments included weighted mean, Pearson r correlation analysis, and ANOVA. Before field collection, formal ethical clearance was secured from the university ethics board alongside administrative permissions from DepEd and school heads. Following a reliability pilot test, data collection was conducted face-to-face using printed questionnaires. The researcher conducted brief orientations highlighting voluntary participation and data privacy anonymity, immediately collecting completed forms on-site to ensure complete collation. Descriptive findings revealed very high loan dependency due to easy credit access, yet teachers paradoxically reported high financial well-being, indicating a psychological normalization of debt. Pearson analysis established a significant, moderate, positive relationship between the two variables (r = 0.477, p < .001), showing that credit is functionally used to maintain lifestyle stability. ANOVA results showed that civil status significantly affects loan dependency (p = .012), while sex (p = .008) and years of service (p = .041) impact financial well-being, exposing a critical mid-career dip at 11–15 years. Consequently, the study proposes the “Balanced Teacher Initiative,” a career-stage and gender-responsive financial literacy program to reduce systemic debt dependency.
Keywords Loan dependency, Financial well-being, Public school teachers, San Isidro, Philippines.
Field Business Administration
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-30
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79847
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