Asian Journal of Education and Social Studies

Public school teachers in the Philippines play a pivotal role in shaping the nation's future by imparting knowledge and nurturing young minds. However, despite their dedication and commitment, most of them face significant financial hardships, struggling to make ends meet while fulfilling their vital educational responsibilities. Thus, this qualitative phenomenological paper explored the lived experience of financially struggling public-school teachers, gaining an in-depth understanding of their financial realities. The data were gathered from the five (5) participants who were chosen using a purposeful sampling technique and determined using the following inclusion criteria: teachers earning an allowable minimum net pay of five thousand pesos (Php 5,000); engaging in secondary income-generating activities; at least 5 years in the service; and with family dependents. The data were collected utilizing the in-depth, semi-structured interview. Employing a thematic analysis by Moustakas, six (6) major themes emerged that highlighted the financial realities experienced by public junior high school teachers, namely: (1) Financial Struggles and Insufficient Support Systems; (2) The Dual Roles of Educators as Teachers and Earners; (3) The Toll of Financial Stress on Teachers' Well-being and Professional Performance; (4) Debt Trap: The Continuous Cycle of Borrowing and Repayment; (5) Financial Pressures and Sacrifices of Family Obligations; and (6) Boosting Teacher Financial Wellness: Strategies for Stability and Support. Hence, these findings underscore the urgent need for systemic reforms and financial literacy education, offering valuable insights for policymakers to enhance support for educators and improve the quality of education.