Financial Stability and Teaching Performance: Evidence from Public Secondary School Teachers

Abstract

Financial stability and demographics are factors that could affect teachers' professional performance. This study explored the role of financial stability and demographics on teaching performance among public school teachers for School Year 2025-2026. Using a quantitative research design, data were collected from 160 teachers selected through stratified random sampling and analyzed through descriptive statistics, ANOVA, and multiple regression. Results showed that teachers demonstrated a very satisfactory level of teaching performance across all dimensions and a high level of financial stability, particularly in managing debt and liabilities, while savings and investment received the lowest ratings. No significant differences in financial stability were found when teachers were grouped according to age, marital status, and teaching position. Regression analysis revealed that financial stability significantly influenced teaching performance, with debt and liabilities emerging as the only significant predictor, indicating that effective debt management reduces financial stress and supports better professional performance.