scholarly journals FINANCIAL LITERACY CHALLENGES: THE CASE OF FILIPINO PUBLIC-SCHOOL TEACHERS

2021 ◽  
Vol 19 (4) ◽  
pp. 715-724
Author(s):  
Cyrus Casingal ◽  
◽  
Inero Ancho ◽  
Keyword(s):  
Public School ◽  
Financial Literacy ◽  
Online Survey ◽  
Basic Education ◽  
Literacy Program ◽  
Future Research ◽  
Public School Teachers ◽  
School Teachers ◽  
Service Training ◽  
Survey Questionnaires

This study analyzed the Philippine public school teachers' financial literacy challenges. The data and results were gathered through online survey questionnaires and focused group discussions conducted in the school year 2019-2020. Twelve participants contributed to the FGD, while a total of 325 teacher respondents answered the online survey questionnaires. The results showed that the majority of the public-school teachers are struggling financially. That results in a controlled and limited financial lifestyle. Moreover, teachers unconsciously practice informal debt, which causes uncontrolled debt. Without proper knowledge and education to financial literacy, borrowing money becomes a lifestyle of every teacher in the country. Based on the findings, a financial literacy program must be included in every in-service training or division-wide teachers' mass gathering. The financial literacy program may be implemented by all participating schools where the study was conducted. Future research related to financial literacy programs may be conducted in basic education, colleges, and universities following the method used in this study.

The impact of COVID-19 on teachers' mental health

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shoshana Cohen-Fraade ◽  
Maura Donahue
Keyword(s):  
Mental Health ◽  
Public School ◽  
Online Survey ◽  
Anxiety And Depression ◽  
Full Time ◽  
Public School Teachers ◽  
School Teachers ◽  
Content Type ◽  
Teachers Experiences ◽  
The Impact

Purpose The purpose of this paper is to examine teachers’ experiences with mental health during the COVID-19 pandemic. Design/methodology/approach The authors administered an online survey to full-time public school teachers simultaneously enrolled in a master’s degree program in education. Out of 455 teachers who were sent the survey, 96 completed it, resulting in a 21.1% survey completion rate. The survey was composed of both quantitative and qualitative items which assessed teachers’ self-perceptions about their mental health before and during the COVID-19 pandemic, as well as their use of mental health resources. Most questions were drawn from the Patient Health Questionnaire-4 (PHQ-4), so focused primarily on symptoms of depression and anxiety. Findings The results of the survey indicated that overall, teachers felt an increase in symptoms of anxiety and depression between March 2020 and February 2021. A noteworthy percentage of participants said they were seeking mental health supports. Research limitations/implications This study was conducted with teachers in an alternative certification program, so their experiences might not be widely generalizable to teachers enrolled in traditional pathways to certification. Originality/value While some research has been conducted on mental health, less has been conducted with public school teachers and even less has assessed the impact of the COVID-19 pandemic. This study aims to add to the existing literature about teachers' experiences with anxiety and depression, as well as the specific impact of COVID-19.

THE MEDIATING EFFECT OF WELLBEING ON THE RELATIONSHIP BETWEEN FINANCIAL LITERACY AND PROFESSIONAL COMMITMENT OF TEACHERS

2021 ◽  
Vol 9 (1) ◽  
pp. 277-288
Author(s):  
Elizabeth Joy Serrano Quijano ◽  
Venus D. Bualan
Keyword(s):  
Public School ◽  
Financial Literacy ◽  
Sampling Technique ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Validated Questionnaire ◽  
The Relationship

This study aimed to determine the mediating effect of wellbeing on the relationship between financial literacy and professional commitment of public school teachers. Stratified random sampling technique was used which included 300 public school teachers as respondents. Through non-experimental quantitative mediation test, validated questionnaire, mean and per-son, results showed significant relationships between financial literacy of teachers, professional commitment and wellbeing. However, there was no mediation on the effect of wellbeing on the relationship between financial literacy and professional commitment of teachers. Furthermore, to improve the level of wellbeing of the public school teachers, the mediating model can be tested keeping in view the socio demographics for better results as the scope of this research required testing of the model. The attitudinal variable of financial literacy relies on many factors as well and to get a holistic picture of what exact source of financial literacy.

In-Service Education in Mathematics: Teachers Gladly Learn

1968 ◽  
Vol 61 (4) ◽  
pp. 435-437
Author(s):  
Mary E. Stine
Keyword(s):  
Public School ◽  
Mathematics Teachers ◽  
Metropolitan Area ◽  
Master's Degree ◽  
Public School Teachers ◽  
Fairfax County ◽  
School Teachers ◽  
Service Training ◽  
Master’S Degree

Fairfax County, Virginia, is a rapidly growing county in the Washington metropolitan area. At the present time there are 350 public school teachers of mathematics in Grades 7-12, and this number increases about 18 percent each year. All 35O teachers are certified to teach mathematics, and about 35 percent have their master's degree. Still, we share with other areas a need for continuous in-service training.

Professional Burnout among Public School Teachers

1988 ◽  
Vol 17 (2) ◽  
pp. 167-189 ◽  
Author(s):  
Roger R. Hock
Keyword(s):  
Public School ◽  
San Diego ◽  
Physical Symptoms ◽  
Demographic Variables ◽  
Future Research ◽  
Professional Burnout ◽  
Public School Teachers ◽  
School Teachers ◽  
Physical Effects ◽  
Low Levels

This was a questionnaire study designed to address the problem of professional burnout among elementary, junior high, and high school teachers in a large metropolitan public school system. Subjects were 939 teachers in the San Diego Unified School District who responded to a new questionnaire that assessed various aspects of teachers and their jobs including demographic variables, teaching climate, job stress, and dissatisfaction, psychological effects of burnout, and related physical symptoms. The questionnaires were distributed and collected by the San Diego Teachers Association. Results indicated that there is wide variation in the degree of burnout teachers experience. No differences were found in susceptibility to burnout due to demographic variables such as age, sex, grade level, subject taught, or years of experience. Certain characteristics of teaching climate associated with high and low levels of burnout were identified. Those specific stressors that most affected teachers and those that were most highly associated with burnout were delineated. Additional analyses clarified the psychological and physical effects of burnout for the sample of teachers studied. Burnout as a useful construct for studying individuals in large organizations was discussed and suggestions were offered for future research possibilities.

scholarly journals Crisis Self-Efficacy and Work Commitment of Education Workers among Public Schools during COVID-19 Pandemic

2020 ◽  
Author(s):  
Erick Baloran ◽  
Jenny Hernan
Keyword(s):  
Public Schools ◽  
Public School ◽  
Self Efficacy ◽  
Uncertainty Management ◽  
Future Research ◽  
Work Commitment ◽  
Public School Teachers ◽  
School Teachers ◽  
Local Setting ◽  
High Level

COVID-19 pandemic has affected the public educational sectors in terms of adjustment in educational modalities of instructional delivery, school operations, and policies. With this emerging paradigm shift, teachers' crisis self-efficacy and work commitment are relevant for research. This study's main objective was to determine the significant influence of crisis self-efficacy on the work commitment of public school teachers in Region XI (Davao Region), Philippines, during the COVID-19 pandemic. The sample consisted of 1,340 public school teachers across the Davao Region. The researchers collected the data through adapted questionnaires contextualized to the local setting and administered through online Google forms with appended consent. Mean, standard deviation, Pearson r, and regression analysis were used to analyze data. Results revealed that crisis self-efficacy significantly influences the work commitment of public school teachers during the COVID-19 pandemic. Uncertainty management during this crisis, in particular, best predicts teachers’ work commitment. Data also showed a high level of crisis self-efficacy in terms of action, preventive, achievement and uncertainty management, and high level of teachers’ work commitment in terms of commitment to school, commitment to students, commitment to teaching, and commitment to profession. Correlation results also showed a link between crisis self-efficacy and the work commitment of teachers amid pandemic. Finally, the study concluded with practical recommendations and directions for future research.

scholarly journals Teachers’ Sleep, Religious Tasks, and Suicidal Thoughts: A Preliminary Assessment

2021 ◽  
Vol 2 (1) ◽  
pp. 8-16
Author(s):  
John Mark R. Asio ◽  
Edward C. Jimenez
Keyword(s):  
Public School ◽  
Online Survey ◽  
Data Gathering ◽  
Primary Data ◽  
Public School Teachers ◽  
School Teachers ◽  
Suicidal Thoughts ◽  
The Bible ◽  
Correlational Design ◽  
The Impact

Because of the unexpected and debilitating effect of the current pandemic, the impact of the pandemic on teachers is detrimental. This paper investigated the public-school teachers' sleep, religious tasks, and suicidal thoughts. The study used a descriptive correlational design with the online survey as the primary data gathering tool. 198 public school teachers from a school's division in Central Luzon, Philippines participated in the online survey. The researchers created the online instrument with validation done by experts. After the data gathering, the study used the following statistical tools to calculate the frequency count, percentage, rank, t-test, and Analysis of Variance with the help of SPSS 22. Results show that teachers go to sleep between 10:00-11:00 PM and wake up between 5:00-6:00 AM. This comprises 7-9 hours of sleep. Teachers also go to church or other religious meetings once a week and also, they pray, meditate, or study the Bible more than once a week. Also, most of the responses of teachers in the suicidal thoughts were either "no" or "never". Furthermore, the study also found significant differences in the teachers' sleep, religious tasks, and suicidal thoughts when grouped according to their profile. The study concluded that teachers have established sleep and religious tasks routines. On the other hand, suicidal thoughts are out of the options for the teachers’ business.

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

2016 ◽  
Vol 3 (25311) ◽  
pp. 1-10 ◽  
Author(s):  
Algeless Milka Pereira Meireles Silva ◽  
Fauston Negreiros ◽  
Ronaldo Matos Albano
Keyword(s):  
Public School ◽  
Public School Teachers ◽  
School Teachers
Sign in / Sign up

Export Citation Format

Share Document