PERSONAL FINANCIAL MANAGEMENT PRACTICES

OF SECONDARY EDUCATORS
IN THE NATIONAL CAPITAL REGION

RESEARCH PRESENTATION
ANGEL C. RODRIGUEZ
Master in Business Administration Candidate
PERSONAL FINANCIAL MANAGEMENT PRACTICES OF
SECONDARY EDUCATORS IN THE NATIONAL CAPITAL REGION
1. Profile of Respondents
Problem Findings Conclusion
1.1 Age 21 to 30 years old 165 or 40.2% Dominant of the respondents
51 years old and above 33 or 8.0% were aged 21 – 30 years old.
1.2 Sex Female 288 or 70.2% Majority of the respondents
were Female.
Male 122 or 29.8%
1.3 Civil Status Married 207 or 50.5% Majority of the respondents
Widowed/Legally Separated 17 or 41.0% were married.
1.4 Highest Educational With Master’s Degree/Units 204 or 49.8% Majority of the respondents had
Attainment earned Master's Degree/Units.
With Doctorate Degree/Units 12 or 29.0%
1.5 Average Monthly Net Php 10,001 to Php 20,000 160 or 39.0% Dominant of the respondents
Income earned net income of Php 10,001
Php 10,000 and below 47 or 11.5%
to Php 20,000.
1.6 Number of years of 2 to 5 years 167 or 40.70% Dominant of the respondent had
teaching experience 2 to 5 years of teaching
21 years and above 32 or 7.8%
experience.
1.7 Type of school employed Public School 286 or 69.80% Majority of the respondents
in were employed in Public School.
Private School 124 or 30.20%
1.8 Annual average number of 1 to 3 training/seminars per year 196 or 47.80% Dominant of the respondents
related trainings had an average trainings of 1 to 3
participated in for the last 13 training/seminars and above
7 or 17.00% per year.
two years per year
 PERSONAL FINANCIAL MANAGEMENT PRACTICES OF
SECONDARY EDUCATORS IN THE NATIONAL CAPITAL REGION
2. Respondents’ Assessments on the Level of Effectiveness of
Personal Financial Management Practices
Aspects Findings Conclusion
2.1. Savings:  Savings for retirement fund other than that of The respondents assessment in
the Government Service Insurance System (GSIS) 3.98 E terms of savings has a grand mean
or Social Security Services (SSS). of 3.87 with verbal interpretation
 Savings for travel goals or vacations. 3.32 SE of "Effective“
2.2 Financial  Purchase of gadgets, appliances and other The respondents assessment in
3.7 E
Investment: furniture terms of financial investment has a
grand mean of 3.20 with verbal
 Purchase of gold bars or gold jewelries. 2.42 LE interpretation of
"Somewhat Effective".
2.3. Business  Render services such as tutorial services, real The respondents assessment in
Investment: estate/insurance agent or rental services (car or 3.3 SE terms of business investment has a
house). grand mean of 2.87 with verbal
 Network Marketing (pyramid selling or direct interpretation of
2.49 LE
selling) "Somewhat Effective".
2.4 Career  Personal education such as Master's Degree The respondents assessment in
4.14 E
Development and/or Doctoral Degree. terms of career development has a
grand mean of 4.06 with verbal
 Other career certifications. 3.96 E
interpretation of "Effective".
2.5 Risk  Protect yourself and your love ones by buying life The respondents assessment in
3.95 E
Management insurances terms of risk management has a
 Purchase of funeral and memorial plans with grand mean of 3.78 with verbal
3.48 SE
money back and cash benefits. interpretation of "Effective".
PERSONAL FINANCIAL MANAGEMENT PRACTICES OF
SECONDARY EDUCATORS IN THE NATIONAL CAPITAL REGION
3. Significant Difference in the Respondents’ Assessments on the
Effectiveness of Their Financial Management Practices by Profile
Profile Findings Conclusion
1 When grouped All aspects such as Savings, Financial
There were significant difference on all aspects
according to Average of Investment, Business Investment, Career
in terms of average monthly net income and
monthly net income Development and Risk Management obtained
type of school employed in, therefore the null
and Type of school p-value of less than 0.05 assumed level of
hypothesis was REJECTED.
employed in significance.
2 When grouped All aspects such as Savings, Financial There were no significant difference on
according to Age Investment, Business Investment, Career respondents assessment on all aspects
Development obtained a p-value of greater therefore the null hypothesis was ACCEPTED,
than 0.05 assumed level of significance except except for Risk Management which has
for Risk Management which obtained less than significant difference therefore null hypothesis
the assumed level of significance. was REJECTED.
3 When grouped All aspects such as Savings, Financial There were significant difference on
according to Sex Investment, Business Investment, Risk respondents assessment on all aspects
Management obtained a p-value of less than therefore the null hypothesis was REJECTED,
0.05 assumed level of significance except for except for Career Development which has no
Career Development which obtained greater significant difference therefore null hypothesis
than the assumed level of significance. was ACEPTED.
4 When grouped Savings, Financial Investment and Business There were no significant difference on
according to Civil Status Investment obtained a p-value of greater than respondents assessment on Savings, Financial
0.05 assumed level of significance while Risk Investment and Business Investment therefore
Management and Career Development the null hypothesis was ACCEPTED, while
obtained less than the assumed level of Career Development and Risk Management
significance. have significant difference therefore null
hypothesis was REJECTED.
PERSONAL FINANCIAL MANAGEMENT PRACTICES OF
SECONDARY EDUCATORS IN THE NATIONAL CAPITAL REGION
3. Significant Difference in the Respondents’ Assessments on the
Effectiveness of Their Financial Management Practices by Profile
Profile Findings Conclusion
5 When grouped Savings, Financial Investment and Career There were significant difference on
according to Highest Development obtained a p-value of less than respondents assessment on Savings, Financial
Educational Attainment 0.05 assumed level of significance while Investment and Career Development therefore
Business Investment and Risk Management the null hypothesis was REJECTED, while for
obtained greater than the assumed level of Business Investment and Risk Management
significance. which has no significant difference therefore
null hypothesis was ACCEPTED.
6 When grouped All aspects such as Savings, Financial There were no significant difference on
according to Number of Investment, Career Development and Risk respondents assessment on all aspects
years of teaching Management obtained a p-value of greater therefore the null hypothesis was ACCEPTED,
experience than 0.05 assumed level of significance while except for Business Investment which has
Business Investment obtained less than the significant difference therefore null hypothesis
assumed level of significance. was REJECTED.
7 When grouped Financial Investment, Business Investment and There were significant difference on
according to Annual Risk Management obtained a p-value of less respondents assessment on Financial
average number of than 0.05 assumed level of significance while Investment, Business Investment and Risk
related trainings Savings and Career Development obtained Management therefore the null hypothesis was
participated in for the greater than the assumed level of significance. REJECTED, while for Savings and Career
last two years Development which have significant difference
therefore null hypothesis was ACCEPTED.
 PERSONAL FINANCIAL MANAGEMENT PRACTICES OF
SECONDARY EDUCATORS IN THE NATIONAL CAPITAL REGION

RECOMMENDATIONS
1 As the study revealed both Financial Investment and Business Investment has an
assessment of “Somewhat Effective”. With this regards, the researcher would like to
recommend that financial literacy seminars, trainings or workshops should be conducted on
continuing or cyclical basis that will covers on how to invest their money wisely in different
financial instruments available in the market.
2 The researcher recommends that the teachers should pursue continuing education as this is
one of the most important factors on their career in achieving a higher compensation as
savings and investment has a direct relationship with individual’s income.

3 The researcher recommends that teachers should start saving and investing at their early
age to achieve financial freedom in a long run and be prepared during their retirement. The
researcher recommends that teachers should learn how to invest in different financial
markets to grow their money.
4 The researcher recommends that teachers should enhance their saving habits and avoid
teachers’ loans and weigh the amount of interest they are paying on different loans they
have.
PERSONAL FINANCIAL MANAGEMENT PRACTICES OF
SECONDARY EDUCATORS IN THE NATIONAL CAPITAL REGION

RECOMMENDATIONS
5 Lastly, the researcher recommends that teachers should learn different avenues on how to earn additional income
using their available skills and capabilities. Here are the few passive income ideas and other opportunities for
teachers.
a. Online Services such as (1) Write and Publish Ebooks, (2) Produce Audiobooks, (3) Upload Video Tutorials on
YouTube, (4) Start an Educational Blog, (5) Be a Resumé Writer, (6) Engage in Ghostwriting, (7) Write Reviews, (8) Be
an Online Affiliate Marketer, (9) Set up an E-Commerce Website, (10) Sell Digital Files Online, (11) Design Logos and
Website Banners, (12) Build Educational Apps., (13) Develop Quality Courseware and (14) Try Home-Based Part-Time
Online Teaching.
b. Other Services: (1) Book Weekend Tutorials; (2) Proofread Essays and Theses; (3) Speak up in Seminars and
Special Lectures; (4) Host Community Events.
c. Become a School Cafeteria Food Concessionaire. Both concessionaires and the cafeteria management benefit
from this idea. Teachers may start with homemade cookies and cupcakes. One of the most practical extra income
ideas for teachers, it requires a dedicated time for food preparation at home.

d. Be a Retailer. (1) Put up a Sari-Sari Store Business; (2) Start an E-Load Retail Business; (3) Resell High-Demand
Products.
e. Rent out a Room. Whenever there are rooms that have long been unoccupied and our house seems a few blocks
away from the university or a big factory, we can possibly rent them out or arrange bedspacing terms. If managed
effectively, rentals can cover major expenses.

f. Join Legit Networking Teams.

g. Invest in High-Dividend Stocks.

Thank You!