Asian Journal of Education and Social Studies

Background: Teachers’ financial well-being is an important factor that may influence their job satisfaction, work performance, and overall professional effectiveness. However, many public-school teachers experience financial difficulties due to debt obligations, limited income, and financial instability.

Aims: This study examined the influence of financial vulnerability on the job satisfaction of public secondary school teachers in Sarangani Province and determined the moderating role of financial literacy in this relationship.

Study Design: The study utilized a descriptive-correlational quantitative research design.

Place and Duration of Study: The study was conducted among public secondary school teachers in the Department of Education (DepEd) Division of Sarangani Province, Philippines, during the School Year 2025–2026.

Methodology: A total of 114 public secondary school teachers were selected through stratified random sampling. Data was collected using validated survey questionnaires on financial vulnerability, financial literacy, and job satisfaction. Mean, standard deviation, correlation analysis, and regression analysis were used to analyze the data and examine the moderating effect of financial literacy.

Results: The findings revealed that teachers experienced moderately high levels of financial vulnerability and financial literacy, while job satisfaction was generally high. Correlation analysis showed that financial vulnerability had no significant direct relationship with job satisfaction, while financial literacy had a weak but significant positive relationship with job satisfaction. Regression analysis further revealed that financial literacy significantly moderates the relationship between financial vulnerability and job satisfaction, indicating that the effect of financial vulnerability on job satisfaction varies depending on teachers’ level of financial literacy.

Conclusion: The study concludes that teachers’ job satisfaction is influenced not only by financial conditions but also by intrinsic motivation, professional commitment, and institutional support. Financial literacy plays an important role in shaping how teachers cope with financial challenges. The findings highlight the need for strengthened financial literacy programs, financial wellness initiatives, and institutional support systems to improve teachers’ financial stability, well-being, and professional satisfaction.