Financial Management as Predictor of Teacher Engagement and Performance: A Multiple Regression Analysis

Abstract

This study determined the extent to which financial management predicts teachers’ work engagement and teaching performance in Compostela West District, Davao de Oro. Using a predictive-correlational research design with universal sampling, the study involved 113 tenured teachers from three public secondary schools. Data were collected through adapted survey questionnaires, while teaching performance was measured using the respondents’ latest Individual Performance Commitment and Review Form (IPCRF) ratings. Financial management was assessed in terms of budgeting and planning, savings and emergency funds, debt management, and investment, whereas work engagement was measured through vigor, dedication, and absorption. Descriptive statistics, Pearson’s correlation, and multiple linear regression were employed for data analysis. Findings revealed that teachers generally practiced moderate financial management, demonstrated evident work engagement, and achieved very satisfactory teaching performance. Financial management showed a significant positive relationship with work engagement but was not significantly associated with teaching performance. Regression analysis further indicated that selected financial management dimensions significantly predicted work engagement, while none significantly predicted teaching performance. The findings suggest that sound financial management contributes to higher teacher engagement by reducing financial stress and enhancing motivation, although teaching performance may be influenced by other factors. The study recommends strengthening financial literacy and wellness programs to promote teachers’ engagement, well-being, and professional effectiveness.