Financial Stability of The Teachers in E

EXEQUIEL R.
LINA NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL
Poblacion Norte, Licab, Nueva Ecija i
Financial Stability of the Teachers in Exequiel R. Lina

National High School
___________________________________
Thesis
Presented to
The faculty of Exequiel R. Lina National High School
Licab, Nueva Ecija
In Partial Fulfillment in Subject: Research Project
__________________________________
John Adrian V. Navalta

Mary Grace C. Cadena
Alexsandra Lozano
Jemmabeth C. Seraspe
2017
EXEQUIEL R. LINA NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Poblacion Norte, Licab, Nueva Ecija ii
APPROVAL SHEET
This thesis entitled, “FINANCIAL STABILITY OF THE TEACHERS

IN EXEQUIEL R. LINA NATIONAL HIGH SCHOOL” prepared and submitted
by JOHN ADRIAN V. NAVALTA, MARY GRACE C. CADENA, ALEXSANDRA JANE
LOZANO and JEMMABETH C. SERASPE in partial fulfillment of the
requirements for the subject, Research Project has been examined
and is recommended for acceptance and approval for oral
examination.
MARY KRISTINE S. DELA CRUZ

Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination held on

February 25, 2018.

Chair
RACHELLE ANNE MENDOZA JENNIFER C. VALDEZ

Member Member
Accepted and approved in partial fulfillment of the

requirements for the subject: Research Project.
WILHELMINA B. FERNADO
SHS Academic Group Head
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Poblacion Norte, Licab, Nueva Ecija iii
Acknowledgement
This study could not have been done without the
contributions of many individuals, who contributed their time,
efforts, advice and ideas in order to enhance the quality of this
study and also the never-ending support to the success of this
research.
First and foremost, the researchers would like to thank God
for giving them the courage, serenity and perseverance in
completing this research.
The researchers would also like to take this opportunity to
express their sincere appreciation and profound gratitude to
those teachers in Exequiel R. Lina National High School who spent
their time to answer the questionnaires, gave suggestions and
support for the success of this study.
The researchers would also like to express their deepest
appreciation and gratitude to the research project adviser, Mrs.
Mary Kristine S. Dela Cruz for all of her guidance and to the
inquiries, interview and immersion research adviser, Ms.
Geraldine M. Bueno for her guidance, without her assistance and
help, the researchers may not be able to complete the project
within the time frame. Furthermore, her constructive advice,

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constant guidance and insightful suggestion have helped the
researchers immensely in improving their research as well.
Moreover, the researchers would like to say thank you to all
the teachers who gave their time, effort and understanding during
the conduct of this research. In addition, the continuous
suggestions, encouragements, information and ideas that are given
by our research immersion adviser and research project adviser
along the whole process which help the researchers.
Last but not the least, the researchers would like to thank
their families and friends for their everlasting support and
encouragement to finish this research on time, and also for their
non-stop support whether it is financially and morally,
throughout this research. Without them, the researchers would not
have enough strength and courage to complete this research.
Dedication
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First of all the researchers dedicate this study to our Almighty
God, who gave us strength and knowledge on our everyday lives.
To our inquiries, investigation and immersion research and
research adviser, Ms. Geraldine M. Bueno and Mary Kristine S.
Dela Cruz who helped, encouraged, supported and pushed us to
finish this study.
To our parents, who support us financially and with great morale
and overwhelming support to finish this research, this hard work
is for you.
To our brothers and sisters and also to our classmates and
friends for their eternal non-stop love, encouragement and
overwhelming support.
-Researchers
Table of Contents
Title Page ………………………………………………………………………………………………………………………………i
Approval Sheet …………………………………………………………………………………………………………………ii

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Acknowledgement ……………………………………………………………………………………………………………iii
Dedication ………………………………………………………………………………………………………………………………v
Thesis Abstract…………………………………………………………………………………………………………………ix
Summary of Findings ……………………………………………………………………………………………………ix
CHAPTER
1 THE PROBLEM AND ITS SETTINGS
Introduction ……………………………………………………………………………………………………………1
Statement of the Problem………………………………………………………………………………3
Significance of the Study……………………………………………………………………………5
Scope and Delimitation of the Study……………………………………………………5
Research Paradigm…………………………………………………………………………………………………7
Definition of Terms……………………………………………………………………………………………9
2 REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature…………………………………………………………………10
Review of Related Studies…………………………………………………………………………14

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Conceptual Framework………………………………………………………………………………………16
3 RESEARCH METHOD AND PROCEDURES
Research Method……………………………………………………………………………………………………19
Research Locale……………………………………………………………………………………………………20
Sample and Sampling Procedure………………………………………………………………21
Description of the Instrument Used…………………………………………………21
Construction and Validation of the Instrument………………………22
Administration of Test Questionnaire……………………………………………23
4 PRESENTATION, ANALYSIS ABD INTERPRETATION OF DATA
Respondents’ Profile………………………………………………………………………………………24
Financial Stability…………………………………………………………………………………………30
Money Management Practices ……………………………………………………………………34
Saving Management Practices……………………………………………………………………35
Expenditure Management Practices………………………………………………………36
4 SUMMARY OF FINDINGS, CONCLUSION AND RECCOMMENDATION
Summary of Findings…………………………………………………………………………………………37
Conclusions ……………………………………………………………………………………………………………45
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Recommendations …………………………………………………………………………………………………47
List of References ………………………………………………………………………………………………………48
Appendices……………………………………………………………………………………………………………………………51
A. Sample Letter to the Principal………………………………………………………52
B. Sample Letter to the Respondents…………………………………………………53
C. Sample Letter to the Adviser……………………………………………………………54
D. Sample Survey…………………………………………………………………………………………………55
Curriculum Vitae………………………………………………………………………………………………………………58
John Adrian V. Navalta………………………………………………………………………………59

Mary Grace C. Cadena……………………………………………………………………………………60
Jemmabeth C. Seraspe……………………………………………………………………………………61
Alexsandra Jane Lozano………………………………………………………………………………62
Thesis Abstract
Title: Financial Stability of Teachers in Exequiel R.
Lina National High School

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Researcher/s: John Adrian V. Navalta, Mary Grace C. Cadena,
Alexsandra Jane Lozano, Jemmabeth C. Seraspe
Track/Strand: Academic/General Academic Strand
Adviser: Mrs. Mary Kristine S. Dela Cruz
School: Exequiel R. Lina National High School
____________________________________________
Background of the Study
This study was conducted to identify the Financial Stability

of the Teachers in Exequiel R. Lina National High School.
The study involved 38 respondents taken using purposive
sampling method.
This study employed the phenomenology method of research and
the researchers conducted survey through questionnaire to attain
the data needed in the study. The gathered data were analyzed,
presented, and interpreted.
Summary of Findings
Based on the significant findings of the study, the
following conclusions were drawn:
I. Respondents’ Profile
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Sex. Majority (78.95%) of the respondents were females
and the remaining percent (21.05%) were males.
Age. Most (9 or 23.68%) of the respondents were 20-25
years of age; 6 (15.8%) were 46-50; 5 (13.15%) were 41-45
and 51-55; 4 (10.53%) were 26-30, 31-35, and 36-40; and 1
(2.63%) were 56-60.
Respondents’ Civil Status. Most (21 or 55.26%) of the
respondents’ civil status were married; 14 (36.84%) were
single; 2 (5.27%) were widow/er; and 1 (2.63%) were
separated.
Respondents’ Number of Children. Most (19 or 50%) of the
respondents does not have a child yet; twelve (12 or
31.58%) have three (3) child; three (3 or 7.9%) had two
(2) child; and the remaining percent (5.26 or 2) had a
one (1) and four (4) child.
Respondents’ Number of Children who are already working.
Majority (31 or 81.58%) of the respondents does not have
a child who are currently working yet; three (3 or 7.89%)
had one (1) and three (3) child who are working; and one
(1 or 2.64%) had two (2) child who are currently working.

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Respondents’ Teachers Position. Most (14 or 36.84%) of
the respondents were Teacher III; ten (10 or 26.31%) were
Teacher I; eight (8 or 21.05%) were Teacher II; three (3
or 7.9%) were Master Teacher I; two (2 or 5.26%) were
Head Teacher; and one (1 or 2.64%) were Master Teacher
II).
Respondents’ Monthly Family Income. Majority (27 or
71.05%) of the respondents have a salary that ranged from
₱21,000.00 - ₱30,000.00; four (4 or 10.53%) had ranged
from ₱51,000.00 - ₱60,000.00; three (3 or 7.9%) had
ranged from ₱31,000.00 - ₱40,000.00; two (2 or 5.26%) had
ranged from ₱41,000.00 - ₱50,000.00; one (1 or 2.63%) had
ranged from ₱16,000.00 - ₱20,000.00 and ₱61,000.00 -
₱70,000.00.
Respondents Financial Stability. Most (47.37% or 18) of
the respondents said that they are financially stable;
fourteen (14 or 36.84%) were not financially stable; and
the remaining percentage (15.79% or 6) does not know if
they are financial stable or not.
II. Financial Stability of Teachers
1. How would you define financial stability?

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It is a quality or state of being stable with your
financial resources, having permanent job and being able
to buy the things you want and needs for your everyday
living without worrying about financial problems.
2. Can you say that you are financially stable? How?
18 (47.37%) of the respondents says that they are
financially stable because they said that “Because I have
a permanent job” and “I was able to buy our basic needs”;
14 (36.84%) of the respondents says that they are not
financially stable because “I experience shortage in my
finances” and “because my monthly income is not enough to
support my family’s needs”; and the remaining respondents
(6 or 15.79%) says that they do not know if they are
financially stable because “I’m still working, engage in
any job where I still needs to work day and night at 7/11
even Saturdays and Sundays just to earn money”, “Because
I still experienced financial shortage” and “Because I
have not enough money to buy the things that I want and
need.”
3. Where do you allocate your monthly income?

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The respondents says that they allocate their money
on their food, clothing, transportation, medicine, basic
needs, church, bills, education, savings and school
supplies
4. If there are shortage in your finances, what remedy you
usually do to fix it?
“I borrow money from my mother or best friend”,
“loan and money lending”, “go to some lending
institutions and apply for a salary loan”, “sometimes I
take it to my savings”, “ask my parents for it” “talk to
my husband and he makes the solutions to solve our
financial problem” “borrow money to my siblings” and
“minimize my expenses usually to other expenses like
demands.”
5. From those experience, what lesson have you learned?
“I learned to be responsible and have a disciplined
and follow your goal”, “Save for the future”, “budgeting
money is very important”, “I have to be careful in
budgeting my finances” “to manage my salary combined with
the salary of my husband” “Be thrifty” “budget our salary
wisely”, “do not spend more than you can afford” “I

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learned to borrow again in bulk amount to sustained the
needs of the kids” “prioritize the needs than wants” and
“be good financial manager.”
6. Do you have a set of financial goals? How?
17 (44.74%) of the respondents says that they do not
have financial goals; and the remaining (21 or 55.26%) of
the respondents says that they have financial goals and
says that their financial goals are “depending on the
level purpose where those which are needed are set place
to the top”, “meeting the family’s needs and wants and
having some of my finances to save and invest”, “for my
future when I get old”, “for my family” “through business
and investments” and some says that “it is private.”
7. What will you do to be financially stable?
“work hard”, “learn to spend money wisely”, “you
have to earn money”, “to be an entrepreneur”, “be wise in
spending finances and add some source of income”, “save
money”, “follow the setting goal”, “make sure that my
finances will be something that can give me profit and
not spend much on “wants””, “avoid spending money more
than what you earn”, and “have promotions.”

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8. What would you advise to others to be financially
stable?
“Manage your financial resources wisely”, “finish
your education! Pass the board exam! Have a job!”, “set
financial goal”, “allocate, invest and save”, “not to be
impulsive in spending their financial matters”, “manage
your salary and not being very spoiled”, “work harder”
and “find another or extra job.”
III. Money Management Practices
1. Have you ever felt that your financial situation was
out of control?
Most (17 or 44.74%) says that they felt that their
financial situation was out of control; twelve (12 or
31.58%) were most of the time; six (6 or 15.79%) were
seldom and three (3 or 7.89%) were always.
2. Did you set financial goal?
Most (19 or 50%) says that most of the time they set
their financial goal; eleven (11 or 28.95%) were always;
seven (7 or 18.42%) were sometimes and one (1 or 2.63%)
were seldom.
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3. Have you generally achieve your money management goal?
Most (23 or 60.63%) says that most of the time they
generally achieve their money management goal and the
remaining fifteen (15 or 39.37%) says they sometimes
achieved their money management goal.
IV. Saving Management Practices
1. Did you save a fix amount or percent of your monthly
income? Majority (29 or 76.32%) says that most of the
time they save a fix amount of money in their monthly
income and the remaining respondents (9 or 23.68%)
says that they just rarely save a fix amount of money
from their monthly income.
2. Did you set aside your money for future needs? Most
(65.79%) says that they set aside their money for
their future needs for their child education,
emergency, retirement, investment and household needs
and travel expenses.
V. Expenditure Management Practices
1. Did you track some or all of your expenses? Majority
(32 or 84.21%) says that most of the time track their
monthly and daily expenses while the remaining six (6

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or 15.79%) of the respondents says that they rarely
track their monthly and daily expenses.
1. Did you spent more than you cannot afford? Majority (28
or 73.64%) of the respondents says that they sometimes
spend more money that they cannot afford and the
remaining ten (10 or 23.36%) of the respondents says
that they do not spend more money than they cannot
afford but they put it into their savings or for their
emergency purposes.
CONCLUSION
1. The respondents’ age were ranged from 20-60 years of age.
Most of them were 20-25 years old and were female.
2. Most of the respondents were married and have a child of
three (3) and majority of them does not have a child who are
currently working.
3. Monthly Family Income were ranged from ₱16,000.00 -
₱70,000.00. Majority of the respondents’ monthly family
income were ₱21,000.00 - ₱30,000.00.

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4. 47.37% of the respondents said that they are financially
stable 36.84% were not financially stable, and the remaining
percentage 15.79% does not know if they are financial stable
or not.
5. Most of the respondents borrow money from their friends,
relatives, lending institutions and loan.
6. Most of the respondents’ financial situation was out of
control.
7. Most of the respondents follow their financial goal
8. Most of the respondents generally achieve their money
management goal.
9. Majority of the respondents saved a fix amount in their
monthly income.
10. Most of the respondents set aside their money for their
future needs for their child education, emergency,
retirement, investment and household needs and travel
expenses.
11. Majority of the respondents track their daily and
monthly expenses.
12. Majority of the respondents spent more money than what
they cannot afford.
RECOMMENDATION
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1. If you set financial goals do it with your friend or husband
if you have similar goals, follow the plan both of you had
set and there should be a consequences if both of you had
not reached the goal you both had set in order to motivate
yourselves.
2. Continue in always track your daily or monthly expenses to
know how much money you had spent and how much money was
remained to know how you will manage and how you will spent
it well.
3. Start a new sources of income to be financially stable.
4. Do not spent a lot of money to the things you do not
actually need, set aside your wants instead saved the money
and spent it in your future needs.
5. Do not borrow money from your relatives or someone, because
it has a big interest, unless it has a lower or no interest,
instead borrow money from the back that had a minimal
interest rate.
6. You should have a background on the investment company you
were dealing or entering to.
7. Dep-Ed should re-check the salaries of the teachers if it is
enough for them to make a live

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CHAPTER 1
The Problem and Its Settings
“Teachers have the most important job on the planet, yet they are
underpaid. Teachers should earn just as much as doctors because a
doctor can do heart surgery and save the life of a child, but a great
teacher can reach the heart of that child and allow him to truly live”
(Prince EA, 2016).
Teaching is a decent job. Teachers are the ones who mold,
teach and inspire their students to study to achieve their dreams
and what they wanted to be in the future. Teachers had a lot of
activities, requirements to be passed on, and they need to décor
their classrooms observations. However, they do not earn too
much. Their salary is not enough for them to support their own
family’s need, plus they need to buy their own teaching
materials, equipment, and travel expenses.
“If the teachers are so poorly paid, how come hardly anyone
is leaving?” (Leonor Briones, 2017). According to Victor Lavy
(2003), teachers were rewarded with cash bonuses yearly for
improvements in their students' performance on.
If teachers had enough salary to give their family and
profession needs (teaching materials, equipment, travel expenses,

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and decoration needs for their classrooms), teachers would be
happy, less stress and their self-confidence would boost. This
will help them to teach their students well enough and they will
be productive because they can provide the materials that their
students need for their activities.
The researchers conducted this study to know the personal
management practices among teachers in Exequiel R. Lina National
High School.
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Statement of the Problem
This study was conducted to describe the personal financial
management practices among teachers in Exequiel R. Lina National
High School, Licab, Nueva Ecija.
Specifically, it sought answers to the following questions:
1. How may the profile of the respondents be described in terms
of:
1.1 sex;
1.2 age;
1.3 civil status;
1.3.1 number of children? (if any);
1.3.2 number of children who are currently working (if
any);
1.4 teachers position;
1.5 monthly family income; and
1.6 financial stability?
2. Financial Stability of Teachers
2.1 how would you define financial stability?;
2.2 can you say that you are financially stable? How?;
2.3 where do you allocate your monthly income?;

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2.4 if there are shortage in your finances, what remedy you
usually do to fix it?;
2.5 from those experience, what lesson have you learned?;
2.6 do you have financial goals? How?;
2.7 what will you do to be financially stable?; and
2.8 what would you advise to others to be financially
stable?
3. Money Management Practices
3.1 have you ever felt that your financial situations was
out of control?;
3.2 did you set financial goal?; and
3.3 have you generally achieve your money management goal?
4. Saving Management Practices
4.1 did you save a fix amount or percent of your monthly
income? and
4.2 did you set aside your money for future needs?
5. Expenditure Management Practices
5.1 did you track some or all of your expenses? and
5.2 did you spent that you cannot afford?
Significance of the Study
The results and findings of this study will be beneficial to
the following:
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Teachers. They will be able to gain new information and
ideas on how to manage their personal finances and help them
on how to encourage the children to learn financial
management.
Parents. This study will help the parents to be aware on how
teachers provide and encourage their students to learn by
sacrificing their income for their beloved students.
Students. This study will inform the students on how hard it
was for a teacher to provide materials they need for them to
learn.
Researchers. This research will serve as a basis in their
study and may serve as a reference. It may also give them an
inspiration to create new strategies, methods and proposals to
increase the salary of the teachers.
Scope and Delimitation of the Study
This study was conducted to describe the personal financial
management practices of teachers in Exequiel R. Lina National
High School. Respondents of the study teachers employed in
Exequiel R. Lina National High School (E.R.L.H.S) during the
School Year 2017-2018.

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The researchers used questionnaires to all selected teachers
in E.R.L.H.S. to know how the salary of the teachers were
distributed or allotted.
Thus, this delimits the study to aforementioned ways in
statement of the problem to know if the salary of the teachers
are enough for their daily needs. However, the results of this
study may not necessarily be used to describe how they use the
salary that the other teachers get from the government from the
other teachers.
1. How may the profile of the respondents
be described in terms of:
1.1 sex;
1.2 EXEQUIEL
age; R. LINA NATIONAL HIGH SCHOOL
1.3 SENIOR
civil status;
HIGH SCHOOL
1.1.1Norte,
Poblacion number
Licab, Nuevaof
Ecija children (if 7
any);
1.1.2 number of children who
are currently working (if
any); Figure 2: Research Paradigm
1.4 teachers position;
1.5 monthly family income; and
2. INPUT
1.6 financial stability?
financial stability of teachers
3.
4.
money management practices
saving management practices PROCESS
5. expenditure management practices
 Checklist
OUTPUT
1. Data Gathering
for Respondents
Profile
 Questionnaire
To understand the hardship and2. managing
Organizing and Presenting Data
 Table
salaries of the teachers 3. Statistical Treatment
 Percentage
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Research Paradigm
Figure 2 shows the research paradigm using the system
approach which includes input, process, and output. The input
includes the data on respondents’ profile like sex, age,
material, status, number of children, number of children who are
currently working, teacher’s position, what percentage of
teachers perceive themselves as financially stable, money
management practices, savings management practices, expenditure
management practices, liabilities/debts management practices and
investment management practices.
The process involves gathering data using a three-part
questionnaire (I. Respondents Profile, II. What percentage of
teachers perceive themselves as financially stable III. Personal
Financial Management Practices of Teachers).
The output of the study is the identified personal financial
management practices of teachers in Exequiel R. Lina National
High School.
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Definition of Terms
Financial Stability - considered a continuum: changeable over
time and consistent with multiple combinations of the constituent
elements of finance.
Monthly Income - refers to your total compensation before taxes
or other deductions.
Net Income - refers to an individual's income after taking taxes
and deductions into account.
Teacher - a person who teaches, especially in a school.
Professional Needs - The materials you need in your profession.
Chapter II
Review of Related Literature
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“Public school teachers slam loan deductions from
salaries” state that the Alliance of Concerned Teachers (ACT)
denounced the Department of Education (DepEd) for making
“arbitrary” deductions from teachers’ salaries to pay for the
debts they have incurred from the Government Services Insurance
System (GSIS) and Private Lending Institutions (PLIs).
Teach “financial literacy” to resolve teachers’ over
borrowing (Briones, Leonor, 2017). On the fourth week of October,
teachers reported to ACT that they received salaries as low as
₱200 ($4).
The facebook pages of ACT and ACT-National Capital Region
(NCR) were bombarded by teachers’ complaints and grievances.
Teachers complained that DepEd did not consult or inform them
that their loans, even from private lenders, would be deducted
from their salaries. Many were shocked to find out that their
salaries were much lower than the ₱4,000.00 ($77) net take home
pay (Umil, Anne Marze, 2017).
“We received a lot of reports from the National Capital
Region and other regions where teachers and employees received
only ₱200.00 to ₱1,900 ($37) upon withdrawal of their salaries.

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We demanded that the ceiling of ₱4,000.00 as their net take home
pay be maintained.” (Valbuena, 2017)
The DepEd even released Department Order No. 12 series of
2017 last March ordering school divisions to implement the
₱4,000.00 net take home pay (NTHP). However, DepEd issued another
one, Department Order No. 38 which said: “Notwithstanding the
new threshold limit on NTHP, deductions already incorporated in
the payroll, shall be continued, even if this effectively
reduces the NHTP to lower than the ₱4,000.00 threshold.”
Teachers’ loans have reached ₱300 billion ($5.8 billion)
from private and public lending institutions. She said that
these loans are getting bigger and something has to be done.”
(Briones, 2017)
To be able to survive, education personnel have been
victims of loan sharks, even with their legally mandated
allowances, teachers lament that they also shell out money for
their structural materials. Briones should have first considered
the impact of deductions on teachers’ salaries. Teachers and
other education personnel are already in a cycle of indebtedness
since there was no significant increase in their salaries.”
(Valbuena, 2017)
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“This only shows that our secretary does not care for the
teachers despite their hard work and deduction to their
profession.” (ACT-National Capital Region)
ACT has been criticizing governments’ salary increase as
“nere alms” as it has not even reached the family living wage
(FLW) set by Ibon Foundation, at ₱1,145 ($22) a day. The FLW is
the amount needed by a low-income family of six to live decently
each day. (Bulatlat, 2017)
“How Briones sees “financial literacy” will help teachers,
without actually rising their salaries.” “Queuing loan payments
and maintaining the net take home pay will not solve the problem
unless salaries will meet the standard cost of living.” “But
their call for “a just salary increase” has been ignored.”
(Valbuena, 2017)
Senator Grace Poe is seeking to raise the minimum pay of
public school teachers and nonteaching personnel in the
elementary and secondary levels. Poe has filed Senate Bill No.
2310 seeking to increase the minimum pay of public elementary and
high school teachers from ₱18,549.00 to ₱25,000.00 a month, and
from ₱9,000.00 to ₱15,000.00 a month for nonteaching personnel.
(Inquirer.net, 2014)
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“Do not compare favorably with other occupations in
government as a duly licensed teacher occupying the entry level
position of Teacher 1 earns ₱18,549.00, wherein they are unable
to insure a reasonable standard of life for themselves and their
families, where in some situation has pushed some of the
country’s best teachers to seek better pay and working
conditions abroad.” (Poe, Grace, 2014)
“Sadly, due to the low pay, many of our teachers migrate to
work not as teachers but as a domestic helpers, nannies or
caregivers.” (Poe, Grace, 2014)
The Department of Education (DepEd) is looking into the
possibility of increasing the salary of public school teachers to
₱39,000.00 a month, an amount that will add ₱200 billion to the
national budget (Philstar GLOBAL, 2016)
The proposed hike is being reviewed by financial managers to
ensure that it would not create a huge gap between the salaries
of other government workers. (Briones, 2016)
“There is also a need to consider the plight of private
school teachers when giving out the increases. She cited the
exodus of educators to the public teaching sectors.” “One

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private school in Isabela province, she cited, pays its entry-
level teachers only ₱8,000.00 per month.”
“There are an increasing number of private schools which
are now closing because they cannot retain their teachers who
are migrating to the public sector. So even as you take care of
the public school teachers, as is currently demanded, you have
to look as at the situation of the private school teachers,
particularly those teaching kindergarten and the volunteers.”
(Briones, 2016)
She did not say when the proposal would be approved for
implementation, but she remains hopeful that it would be done
before President Dutertes’ six-year term ends in 2022 (Philstar
GLOBA: 2016)
Review of Related Studies
The decline in the relative earnings of teachers has likely
led to a fall in average teacher quality of incoming teacher over
this period. But, as Ballou and Podgursky (1997) point out, the
short term implications of a change in relative earnings are not
clear cut, because salary affects both the supply of new teachers
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and retention of currently employed teachers. (Hanushek and
Rivkin, 2006)
Important determinant of the elasticity of teacher quality
with respect to salary is the responsiveness of current and
prospective teachers to salary changes. There is a reason to
believe that teacher may be less responsive than other
professionals. Specifically, the “family friendly” nature of
teacher employment (with, for example, hours and vacations
coinciding with those of kids) or intrinsic rewards from teaching
may have limited substitutes, making the decisions to enter or
remain in teaching less sensitive to salary. (Scafidi, Sjoquist
Strinebrickner, 2002)
One approach for disentangling the implications of the
aggregate salary movements on quality has been to identify
impacts on the distribution of observable teacher characteristics
as proxies for quality. Investigations of salary effects on
teacher characteristics take many forms and include both
intertemporal evidence and cross-sectional evidence delivered
from different schooling systems and teacher labor markets.
(Hanushek and Rivkin, 2006)

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Conceptual Framework
Although teacher compensation consumes more than 50% of each
educational dollar, it continues to be more overlooked in most
reform strategies (Odden, 1998). In the reform rush, many
organizations have neglect or mishandled what could well be one
of the most effective motivating strategies – compensation
(Flannery, Hofricher, & Platten, 1996). Understanding the
validity of this claim requires an examination of the theoretical
or conceptual framework underlying motivation and the connection
to compensation.
Three prominent theories explaining employee motivation were
used as the conceptual framework for this research study. The
first theory is Expectancy Theory. Expectancy Theory asserts that
individuals are motivated by internal and external conditions.
Motivated performance requires a conscious decision, and people
are motivated to do what they believe will result in the reward
if highest value or probability. Expectancy Theory assumes that
persons work to optimize their expectations of attaining a valued
outcome and that predictions can be made regarding their behavior
influence students achievement and the likelihood that meeting
achievement goals will produce the desired outcomes or rewards.
The final element in the model is the relationship of the

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positive or negative value of these rewards or consequences to
the overall motivation of the teacher to expend effort. According
to the model, the teacher effort expended is linked to the belief
about how likely that effort will result in the attainment of
student achievement objectives. The more closely the teacher
perceives work effort as linked to the desired reward, the
greater the teacher’s motivation to expend effort.
The second theory used in the conceptual design of this
study is Goal-Setting Theory. Goal setting can be an important
source of motivation (Bandura, 1997). More specifically, Latham
and Locke (1979) found that setting explicit goals is better for
motivating behavior than setting general goals. Furthermore, as
the person becomes increasingly capable, setting more difficult
goals leads to greater performance and determination. According
to Goal-Setting Theory, employees are motivated by goals that are
specific, challenging, beneficial, and achievable (Locke and
Latham, 1990).
Equity Theory is the third theoretical construct used in the
design of this study. This theory focuses on whether an
individual feels his or her treatment is fair in relation to the
treatment of others. As it relates to compensation, Equity Theory
purports that dissatisfaction results when individuals perceive

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they are unfairly remunerated when compared to other individuals
(Frohreich, 1988). This perception is a result of an internal and
subjective calculation performed by individuals as they compare
their perceived work input and resultant output to the perceived
work input and output of others. Inputs include such factors as
hours, expertise, skill level, seniority, difficulty, level of
responsibility, and education. Outputs include compensation,
promotion opportunities, responsibility, job security,
recognition, work schedule, and work flexibility. When an
individual perceives that their input exceeds the input of other
individuals in relation to the resultant output, the conclusion
that one has been treated unfairly may occur. The perceived
inequitable treatment can impact employees’ loyalty,
organizational citizenship, and motivation (Adams, 1965).
Chapter III
RESEARCH METHOD AND PROCEDURES
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This chapter shows the methods used in gathering data and
the instrument used in the conduct of the study. This includes
the techniques, the respondents, and the data that we gathered.
Research Method
This study employed the phenomenology method of the research
to obtain information needed in the study. As cited by Bueno
(2015), Labree (2012) stated that phenomenology method involve
conducting interviews, surveys and observation about a particular
topic which yield rich data that lead to important
recommendation. This is a type of research that describes “what
is” the data and characteristics about the population or
phenomenon (Bueno, 2015), in this way, it will be more applicable
method to be used in this study considering that the researcher
is seeking an answer to find a way to describe the Salary of the
Teachers in Exequiel R. Lina National High School in order to
analyze and solve it.
Research Locale
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This study was conducted at Exequiel R. Lina National High
School (ERLNHS), Division of Nueva Ecija. ERLHNS was consisted of
one (1) science laboratory, five (5) Department Offices, twenty-
six (26) classrooms, a two (2) two story building consisting of
four (4) computer laboratories, one (1) Library, eleven
classrooms and two (2) Home Economic Laboratory (H.E.).
Exequiel R. Lina National High School (ERLNHS) is a public
secondary school with more than 1,200 students.
Sample and Sampling Procedure
The respondents of this study were the Teachers in Exequiel
R. Lina National High School (E.R.L.N.H.S.) during the School
Year 2016-2017.
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Thirty-eight (38) respondents were randomly chosen so that
the findings of the study may be applied in solving their
problems in their salary by providing solutions and suggestions.
Description of the Instrument Used
To gather data for the purposes of the study, a five-part
questionnaire was used. The first part of the questionnaire was
catapulted to gather information about the reasons, effects and
influences of their salary. The first part includes eight (8)
checklist.
The second part includes seven (7) questions to determine
the Financial Stability of Teachers.
The third part includes three (3) questions to determine the
Money Management Practices of Teachers.
The fourth part includes two (2) questions to determine the
Saving Management Practices of the Teachers
The fifth part includes two (2) questions to determine the
Expenditure Management Practices of the Teachers.
The instrument includes twenty-two (22) total questions and
the participant can answer his/her answers purely by
corresponding to his/her perceptions.

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Construction and Validation of the Instrument
The set of questions inside the questionnaire was a result
of brainstorming and had undergone refinement and finalization
from the researchers’ research adviser.
To come up with the set of questions and its format,
researchers consider the capability of the questionnaires that
the Teachers may answered the given formulated questions. To know
the specific reasons of the teachers, instead of the checklist
that may provide specific choices, the researchers used twenty-
two (22) sets of questions to identify the reasons, effects and
influences of their salary on their teaching influence.
Administration of Test Questionnaire
The data were gathered using a questionnaire. The
researchers sought oral permission from the School Principal and
in one case, still considering the respondents’ personal
permission out of willingness.

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To ensure a 100% retrieval of the questionnaires, the
researchers administered the questionnaires themselves,
retrieving it right after the interview.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This Chapter presents the tabulation, distribution and
analyzation of the data that the researchers’ gathered from the
respondents.
I. Respondents’ Profile
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Table I
Percentage Distribution as to Respondents’ Sex
Table 1 presents the percentage distribution as to
respondents’ sex. It can be inferred from the table that the
SEX TOTAL PERCENTAGE (%)
Female 30 78.95%
Male 8 21.05%
TOTAL 38 100%
majority (78.95%) of the respondents were females and the
remaining percent (21.05%) were males.
Table 2
Percentage Distribution as to Respondents’ Age
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PERCENTAGE
AGE TOTAL
(%)
20-25 9 23.68%
26-30 4 10.53%
31-35 4 10.53%
36-40 4 10.53%
41-45 5 13.15%
46-50 6 15.8%
51-55 5 13.15%
56-60 1 2.63%
TOTAL 38 100%
Table 2 shows the percentage distribution as to respondents’
age. As can be seen in the table, out of the thirty-eight (38)
respondents, most (9 or 23.68%) of the respondents were 20-25
years of age; 6 (15.8%) were 46-50; 5 (13.15%) were 41-45 and 51-
55; 4 (10.53%) were 26-30, 31-35, and 36-40; and 1 (2.63%) were
56-60.
Table 3
Percentage Distribution as to Respondents’ Civil Status
STATUS TOTAL PERCENTAGE (%)
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Single 14 36.84%
Married 21 55.26%
Widow/er 2 5.27%
Separated 1 2.63%
TOTAL 38 100%
Table 3 shows the percentage distribution as to the
respondents’ civil status. As can be seen in the table, most (21
or 55.26%) of the respondents’ civil status were married; 14
(36.84%) were single; 2 (5.27%) were widow/er; and 1 (2.63%) were
separated.
Table 4
Percentage Distribution as to Respondents’ Number of children
No. of Children Total Percentage (%)
0 19 50%
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1 2 5.26%
2 3 7.9%
3 12 31.58%
4 2 5.26%
TOTAL 38 100%
number of children. It can be interred from the table that most
(19 or 50%) of the respondents does not have a child yet; twelve
(12 or 31.58%) have three (3) child; three (3 or 7.9%) had two
(2) child; and the remaining percent (5.26 or 2) had a one (1)
and four (4) child.
Table 5
Percentage Distribution as to Respondents’ Number of children
who are already working
No. of Children Total Percentage (%)
0 31 81.58%
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1 3 7.89%
2 1 2.64%
3 3 7.89%
TOTAL 30 100%
number of children who are already working. It can be interred
from the table that majority (31 or 81.58%) of the respondents
does not have a child who are currently working yet; three (3 or
7.89%) had one (1) and three (3) child who are working; and one
Table 6
Percentage Distribution as to Respondents’ Teachers
Position
TEACHERS POSITION TOTAL PERCENTAGE (%)
TEACHER I 10 26.31%
TEACHER II 8 21.05%
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TEACHER III 14 36.84%

MASTER TEACHER I 3 7.9%
MASTER TEACHER II 1 2.64%
HEAD TEACHER 2 5.26%
TOTAL 30 100%
Table 6 shows the percentage distribution as to respondents
teaching position. Out of 30 respondents, most (14 or 36.84%) of
the respondents were Teacher III; ten (10 or 26.31%) were Teacher
I; eight (8 or 21.05%) were Teacher II; three (3 or 7.9%) were
Master Teacher I; two (2 or 5.26%) were Head Teacher; and one (1
or 2.64%) were Master Teacher II).
Table 7
Percentage Distribution as to Respondents’ Monthly Family
Income
MONTHLY FAMILY INCOME TOTAL PERCENTAGE (%)
₱16,000.00 - ₱20,000.00 1 2.63%
₱21,000.00 – ₱30,000.00 27 71.05%
₱31,000.00 – ₱40,000.00 3 7.9%
₱41,000.00 – ₱50,000.00 2 5.26%
₱51,000.00 – ₱60,000.00 4 10.53%
₱61,000.00 – ₱70,000.00 1 2.63%
SENIOR HIGH SCHOOL
TOTAL 38 100%
Table 7 shows the percentage distribution as to
respondents’ monthly family income. It can be inferred from the
table that majority (27 or 71.05%) of the respondents have a
salary that ranged from ₱21,000.00 - ₱30,000.00; four (4 or
10.53%) had ranged from ₱51,000.00 - ₱60,000.00; three (3 or
7.9%) had ranged from ₱31,000.00 - ₱40,000.00; two (2 or 5.26%)
had ranged from ₱41,000.00 - ₱50,000.00; one (1 or 2.63%) had
ranged from ₱16,000.00 - ₱20,000.00 and ₱61,000.00 - ₱70,000.00.
Table 8
Percentage Distribution as to Respondents’ Financial
Stability
Financial Stability TOTAL PERCENTAGE (%)
Financially Stable 18 47.37%
Not Financially Stable 14 36.84%
Not sure 6 15.79%
TOTAL 38 100%
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Table 8 shows the percentage distribution as to respondents'
financial stability. Most (47.37% or 18) of the respondents said
that they are financially stable; fourteen (14 or 36.84%) were
not financially stable; and the remaining percentage (15.79% or
6) does not know if they are financial stable or not.
“It is the quality or state of being stable with your
financial resources. You can fell asleep every night because
you don’t need to worry about finances”, “Having permanent
job with stable and good income”, “Able to buy things needed
for everyday living” “The ability to manage financial
problems”, “It is when your income and investments is more
than enough to support your family’s needs” and “Being free
from debts, and being able to meet the needs and wants
without worrying about financial problems.”
financially stable because they said that “Because I have a
permanent job” and “I was able to buy our basic needs”; 14
(36.84%) of the respondents says that they are not

SENIOR HIGH SCHOOL
support my family’s needs”; and the remaining respondents (6
or 15.79%) says that they do not know if they are financially
stable because “I’m still working, engage in any job where I
still needs to work day and night at 7/11 even Saturdays and
Sundays just to earn money”, “Because I still experienced
financial shortage” and “Because I have not enough money to
buy the things that I want and need.”
The respondents says that they allocate their money on
their food, clothing, transportation, medicine, basic needs,
church, bills, education, savings and school supplies
4. If there are shortage in your finances, what remedy you
usually do to fix it?
The respondents says that they usually do is that “I
borrow money from my mother or best friend”, “loan and
money lending”, go to some lending institutions and apply
for a salary loan”, “sometimes I take it to my savings”,
“ask my parents for it” “talk to my husband and he makes
the solutions to solve our financial problem” “borrow money

SENIOR HIGH SCHOOL
to my siblings” and “minimize my expenses usually to other
expenses like demands.”
The respondents says that “I learned to be responsible
and have a disciplined and follow your goal”, “Save for the
future”, “budgeting money is very important”, “I have to be
careful in budgeting my finances” “to manage my salary
combined with the salary of my husband” “Be thrifty”
“budget our salary wisely”, “do not spend more than you can
afford” “I learned to borrow again in bulk amount to
sustained the needs of the kids” “prioritize the needs than
wants” and “be good financial manager.”
the respondents says that they have financial goals and says
that their financial goals are “depending on the level
purpose where those which are needed are set place to the
top”, “meeting the family’s needs and wants and having some
of my finances to save and invest”, “for my future when I

SENIOR HIGH SCHOOL
get old”, “for my family” “through business and
investments” and some says that “it is private.”
The respondents says “work hard”, “learn to spend
money wisely”, “you have to earn money”, “to be an
entrepreneur”, “be wise in spending finances and add some
source of income”, “save money”, “follow the setting goal”,
“,ake sure that my finances will be something that can give
me profit and not spend much on “wants””, “avoid spending
money more than what you earn”, and “have promotions.”
8.What would you advise to others to be financially stable?
The respondents answered “manage your financial
resources wisely”, “finish your education! Pass the board
exam! Have a job!”, “set financial goal”, “allocate, invest
and save”, “not to be impulsive in spending their financial
matters”, “manage your salary and not being very spoiled”,
“work harder” and “find another or extra job.”
1. Have you ever felt that your financial situation was out of
control?
SENIOR HIGH SCHOOL
Most (17 or 44.74%) of the respondents says that they
felt that their financial situation was out of control;
twelve (12 or 31.58%) were most of the time; six (6 or
15.79%) were seldom and three (3 or 7.89%) were always.
Most (19 or 50%) of the respondents says that most of
the time they set their financial goal; eleven (11 or
28.95%) were always; seven (7 or 18.42%) were sometimes and
one (1 or 2.63%) were seldom.
Most (23 or 60.63%) of the respondents says that most
of the time they generally achieve their money management
goal and the remaining fifteen (15 or 39.37%) says they
sometimes achieved their money management goal.
1. Did you save a fix amount or percent of your monthly income?
Majority (29 or 76.32%) of the respondents says that
most of the time they save a fix amount of money in their

SENIOR HIGH SCHOOL
monthly income and the remaining respondents (9 or 23.68%)
says that they just rarely save a fix amount of money from
their monthly income.
2. Did you set aside your money for future needs?
Most (65.79%) of the respondents says that they set
aside their money for their future needs for their child
education, emergency, retirement, investment and household
needs and travel expenses.
1. Did you track some or all of your expenses?
Majority (32 or 84.21%) of the respondents says that most
of the time track their monthly and daily expenses while the
remaining six (6 or 15.79%) of the respondents says that
they rarely track their monthly and daily expenses.
2. Did you spent more that you cannot afford?
they sometimes spend more money that they cannot afford and
the remaining ten (10 or 23.36%) of the respondents says
that they do not spend more money than they cannot afford
SENIOR HIGH SCHOOL
but they put it into their savings or for their emergency
purposes.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings, the
conclusions drawn from the findings and the recommendations
presented based on such findings.
Summary of Findings
VI. Respondents’ Profile
Sex. Majority (78.95%) of the respondents were females
and the remaining percent (21.05%) were males.
Age. Most (9 or 23.68%) of the respondents were 20-25
years of age; 6 (15.8%) were 46-50; 5 (13.15%) were 41-45
and 51-55; 4 (10.53%) were 26-30, 31-35, and 36-40; and 1
(2.63%) were 56-60.
Respondents’ Civil Status. Most (21 or 55.26%) of the
respondents’ civil status were married; 14 (36.84%) were

SENIOR HIGH SCHOOL
single; 2 (5.27%) were widow/er; and 1 (2.63%) were
separated.
Respondents’ Number of Children. Most (19 or 50%) of the
respondents does not have a child yet; twelve (12 or
31.58%) have three (3) child; three (3 or 7.9%) had two
(2) child; and the remaining percent (5.26 or 2) had a
one (1) and four (4) child.
Respondents’ Number of Children who are already working.
Majority (31 or 81.58%) of the respondents does not have
a child who are currently working yet; three (3 or 7.89%)
had one (1) and three (3) child who are working; and one
Respondents’ Teachers Position. Most (14 or 36.84%) of
the respondents were Teacher III; ten (10 or 26.31%) were
Teacher I; eight (8 or 21.05%) were Teacher II; three (3
or 7.9%) were Master Teacher I; two (2 or 5.26%) were
Head Teacher; and one (1 or 2.64%) were Master Teacher
II).
Respondents’ Monthly Family Income. Majority (27 or
71.05%) of the respondents have a salary that ranged from
₱21,000.00 - ₱30,000.00; four (4 or 10.53%) had ranged

SENIOR HIGH SCHOOL
from ₱51,000.00 - ₱60,000.00; three (3 or 7.9%) had
ranged from ₱31,000.00 - ₱40,000.00; two (2 or 5.26%) had
ranged from ₱41,000.00 - ₱50,000.00; one (1 or 2.63%) had
ranged from ₱16,000.00 - ₱20,000.00 and ₱61,000.00 -
₱70,000.00.
Respondents Financial Stability. Most (47.37% or 18) of
the respondents said that they are financially stable;
fourteen (14 or 36.84%) were not financially stable; and
the remaining percentage (15.79% or 6) does not know if
they are financial stable or not.
VII. Financial Stability of Teachers
It is a quality or state of being stable with your
financial resources, having permanent job and being able
to buy the things you want and needs for your everyday
living without worrying about financial problems.
financially stable because they said that “Because I have
a permanent job” and “I was able to buy our basic needs”;
14 (36.84%) of the respondents says that they are not

SENIOR HIGH SCHOOL
support my family’s needs”; and the remaining respondents
(6 or 15.79%) says that they do not know if they are
financially stable because “I’m still working, engage in
any job where I still needs to work day and night at 7/11
even Saturdays and Sundays just to earn money”, “Because
I still experienced financial shortage” and “Because I
have not enough money to buy the things that I want and
need.”
The respondents says that they allocate their money
on their food, clothing, transportation, medicine, basic
needs, church, bills, education, savings and school
supplies
12. If there are shortage in your finances, what
remedy you usually do to fix it?
“I borrow money from my mother or best friend”,
“loan and money lending”, “go to some lending
institutions and apply for a salary loan”, “sometimes I
take it to my savings”, “ask my parents for it” “talk to

SENIOR HIGH SCHOOL
my husband and he makes the solutions to solve our
financial problem” “borrow money to my siblings” and
“minimize my expenses usually to other expenses like
demands.”
13. From those experience, what lesson have you
learned?
“I learned to be responsible and have a disciplined
and follow your goal”, “Save for the future”, “budgeting
money is very important”, “I have to be careful in
budgeting my finances” “to manage my salary combined with
the salary of my husband” “Be thrifty” “budget our salary
wisely”, “do not spend more than you can afford” “I
learned to borrow again in bulk amount to sustained the
needs of the kids” “prioritize the needs than wants” and
“be good financial manager.”
the respondents says that they have financial goals and
says that their financial goals are “depending on the
level purpose where those which are needed are set place
SENIOR HIGH SCHOOL
to the top”, “meeting the family’s needs and wants and
having some of my finances to save and invest”, “for my
future when I get old”, “for my family” “through business
and investments” and some says that “it is private.”
“work hard”, “learn to spend money wisely”, “you
have to earn money”, “to be an entrepreneur”, “be wise in
spending finances and add some source of income”, “save
money”, “follow the setting goal”, “make sure that my
finances will be something that can give me profit and
not spend much on “wants””, “avoid spending money more
than what you earn”, and “have promotions.”
16. What would you advise to others to be financially
stable?
“Manage your financial resources wisely”, “finish
your education! Pass the board exam! Have a job!”, “set
financial goal”, “allocate, invest and save”, “not to be
impulsive in spending their financial matters”, “manage
your salary and not being very spoiled”, “work harder”
and “find another or extra job.”
VIII. Money Management Practices

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4. Have you ever felt that your financial situation was
out of control?
Most (17 or 44.74%) says that they felt that their
financial situation was out of control; twelve (12 or
31.58%) were most of the time; six (6 or 15.79%) were
seldom and three (3 or 7.89%) were always.
Most (19 or 50%) says that most of the time they set
their financial goal; eleven (11 or 28.95%) were always;
seven (7 or 18.42%) were sometimes and one (1 or 2.63%)
were seldom.
Most (23 or 60.63%) says that most of the time they
generally achieve their money management goal and the
remaining fifteen (15 or 39.37%) says they sometimes
achieved their money management goal.
IX. Saving Management Practices
3. Did you save a fix amount or percent of your monthly
income?
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Majority (29 or 76.32%) says that most of the time
they save a fix amount of money in their monthly income
and the remaining respondents (9 or 23.68%) says that
they just rarely save a fix amount of money from their
monthly income.
Most (65.79%) says that they set aside their money
for their future needs for their child education,
emergency, retirement, investment and household needs and
travel expenses.
X. Expenditure Management Practices
Majority (32 or 84.21%) says that most of the time
track their monthly and daily expenses while the
remaining six (6 or 15.79%) of the respondents says that
they rarely track their monthly and daily expenses.
3. Did you spent more than you cannot afford?
they sometimes spend more money that they cannot afford
and the remaining ten (10 or 23.36%) of the respondents

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says that they do not spend more money than they cannot
afford but they put it into their savings or for their
emergency purposes.
CONCLUSION
1. The respondents’ age were ranged from 20-60 years of age.
Most of them were 20-25 years old and were female.
2. Most of the respondents were married and have a child of
three (3) and majority of them does not have a child who are
currently working.
3. Monthly Family Income were ranged from ₱16,000.00 -
₱70,000.00. Majority of the respondents monthly family
income were ₱21,000.00 - ₱30,000.00.
4. 47.37% of the respondents said that they are financially
stable 36.84% were not financially stable, and the remaining
percentage 15.79% does not know if they are financial stable
or not.
5. Most of the respondents borrow money from their friends,
relatives, lending institutions and loan.

SENIOR HIGH SCHOOL
6. Most of the respondents’ financial situation was out of
control.
7. Most of the respondents follow their financial goal
8. Most of the respondents generally achieve their money
management goal.
9. Majority of the respondents saved a fix amount in their
monthly income.
10. Most of the respondents set aside their money for their
future needs for their child education, emergency,
retirement, investment and household needs and travel
expenses.
11. Majority of the respondents track their daily and
monthly expenses.
12. Majority of the respondents spent more money than what
they cannot afford.
RECOMMENDATION
1. If you set financial goals do it with your friend or husband
if you have similar goals, follow the plan both of you had
set and there should be a consequences if both of you had

SENIOR HIGH SCHOOL
not reached the goal you both had set in order to motivate
yourselves.
2. Continue in always track your daily or monthly expenses to
know how much money you had spent and how much money was
remained to know how you will manage and how you will spent
it well.
3. Start a new sources of income to be financially stable.
4. Do not spent a lot of money to the things you do not
actually need, set aside your wants instead saved the money
and spent it in your future needs.
5. Do not borrow money from your relatives or someone, because
it has a big interest, unless it has a lower or no interest,
instead borrow money from the back that had a minimal
interest rate.
6. You should have a background on the investment company you
were dealing or entering to.
7. Dep-Ed should re-check the salaries of the teachers if it is
enough for them to make a live
Reference List
Ballou, Dale, and Michael Podgursky, (1997) Teacher Pay and
Teacher Quality. Kalamazoo, MI: W.E. Upjohn Institute for
Employment Research.
SENIOR HIGH SCHOOL
Hanushek, E.A. (2006) Handbook of the Economics of Education
Vol.2
Lavy, Victor (2003) SSRN Electronic Journal “Paying for
Performance: The Effects of Teachers’ Financial Incentives
on Students’ Scholastics Outcomes”
Scafidi, Benjamin, David L. Sjoquist, Todd R. Stinebrickner.
"Race, Poverty, and Teacher Mobilityasssxhllieyehyfrr
ytfegh4fbe4 111" CIBC Centre for Human Capital and
Productivity. CIBC Working Papers, 2005-3. London, ON:
Department of Economics, University of Western Ontario
(2005).
SENIOR HIGH SCHOOL
WEB
I Just Sued the School System Retried from
https://genius.com/Prince-ea-i-just-sued-the-school-system-
lyricskhk
Public School Teachers Slam Loan Deductions from Salaries Retried
from http://bulatlat.com/main/2017/10/24/pu blic-school-
teachers-slam-loan-deductions-salaries/
The Pay Review Process Retried from https://www.cipd.co.uk/
Images/the-pay-review-process_2011_tcm18-10949.pdf
DepEd eyes increasing Teachers; Monthly pay to P39,000 Retried
from https://beta.philstar.com/headlin
es/2016/11/21/1644073/deped-eyes-increasing-teachers-
monthly-pay-p39000
Senate Oks proposed pay hike for gov’t workers Retrieved from
http://newsinfo.inquirer.net/756389/senate-oks-proposed-pay
-hike-for-govt-workers
SENIOR HIGH SCHOOL
SEC: Public School Teachers among Victims of ‘5-6’ Retrieved from
https://beta.philstar.com/hea dlines/2016/11/07/1640245/sec-
public-school-teachers-among-victims-5-6
Teachers’ group cried foul over loan deductions from take-home
pay Retrieved from https://www.rappler.com/nation/ 186218-
teachers-protest-depe d-order-loan-deductions-salaries
https://www.pressreader.com/philippines/manila-bulletin/201
71026/281629600519479
SENIOR HIGH SCHOOL
Appendices
SENIOR HIGH SCHOOL
Appendix A
Sample Letter of Request for the School Principal to Conduct the
Study
TEODORA D. VITUG
School Principal III
Exequiel R. Lina High School
Dear Ma’am/Sir;
Greetings in the name of the Lord!
We are Grade 12 Senior High School Students of Exequiel R. Lina National High School,
Licab, Nueva Ecija. In partial fulfillment of our subject, Inquiries, Investigation
and Immersion, we are conducting a research entitled “Financial Stability of Teachers
in Exequiel R. Lina National High School”.
In this connection, may we request permission from your good office to allow us to
conduct a surveys in your school?
Rest assured that their responses will be treated properly and with outmost
confidentiality. Your kind approval to this sensitive matter will be highly
appreciated.
Thank you very much and God Bless!
Very truly yours,
JOHN ADRIAN V. NAVALTA MARY GRACE C. CADENA
ALEXSANDRA LOZANO JEMMABETH C. SERASPE
Researchers
Noted:
Mary Kristine S. Dela Cruz
Research Project Adviser
SENIOR HIGH SCHOOL
Approved: APPENDIX B
TEODORA D. VITUG
School Principal IV
Sample Letter to the Subject Teachers
Dear Ma’am/Sir,
We are Grade 12 Senior High School Students of Exequiel R. Lina National High
School, Licab, Nueva Ecija. In partial fulfillment of our subject, Inquiries,
Investigation and Immersion, we are conducting a research entitled “Financial
Stability of Teachers in Exequiel R. Lina National High School”.
In this connection, may we request your permission and understanding to excuse
us and allow us to conduct a questionnaires and surveys? Rest assured that we
are conducting this surveys only here in our campus.
Thank you very much and God bless!
Very truly yours,
Researchers
Noted:
Mary Kristine S. Dela Cruz
Approved:
TEODORA D. VITUG
School Principal IV
SENIOR HIGH SCHOOL
APPENDIX C
Sample Letter to the Respondents
Dear Ma’am/Sir,
We are Grade 12 Senior High School Students of Exequiel R. Lina National High
School, Licab, Nueva Ecija. In partial fulfillment of our subject, Inquiries,
Investigation and Immersion, we are conducting a research entitled “Financial
Stability of Teachers in Exequiel R. Lina National High School”.
In this connection, may we request your permission to allow us to conduct a
surveys? Rest assured that your responses will be treated properly and with
outmost confidentiality.
Thank you very much and God bless!
Very truly yours,
Researchers
Noted:
Approved: Appendix D
TEODORA D. VITUG
School Principal IV
SENIOR HIGH SCHOOL
Sample Survey
Financial Stability of Teachers in Exequiel R. Lina High School
Name:_______________________________________________
I. Respondent’s Profile
Direction: Kindly put a check (/) in the box that corresponds to your answer.
Sex: Female Male

Age: 20-25
26-30
31-35
36-40
Others:_____ (specify)
Teacher Position: Teacher I
Teacher I
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Status:
Single
Married
Widow/er
Separated
No. of children: ______
Monthly Income:
₱16,000-20,000
₱21,000-30,000
₱31,000-40,000
₱41,000-50,000
₱51,000-60,000

Direction: Please kindly answer the following questions.

______________________________________________________________________________
________________________________________________________________
2. Can you say that you’re financially stable? How?

______________________________________________________________________________
________________________________________________________________

______________________________________________________________________________
________________________________________________________________
SENIOR HIGH SCHOOL
4. If there are shortage in your finances what remedy you usually do to fix
it?
______________________________________________________________________________
________________________________________________________________
______________________________________________________________________________
________________________________________________________________
______________________________________________________________________________
________________________________________________________________
______________________________________________________________________________
________________________________________________________________
8.What would you advice to others to be financially stable?
______________________________________________________________________________
________________________________________________________________
1. Have you ever felt you’re your financial situation was out of control?
________________________________________________________________________
__________________________________________________________
________________________________________________________________________
__________________________________________________________
________________________________________________________________________
__________________________________________________________

1. Did you save a fix amount or percent of money in your monthly income?
________________________________________________________________________
__________________________________________________________
________________________________________________________________________
__________________________________________________________


________________________________________________________________________
__________________________________________________________
SENIOR HIGH SCHOOL
2. Did you spent more than you cannot afford?

________________________________________________________________________
__________________________________________________________
SENIOR HIGH SCHOOL
Curriculum Vitae
Curriculum Vitae
_______________________________________
John Adrian Valdez Navalta
Licab, Nueva, Ecija
09071524646
valdeznavaltajohnadrian@gmail.com
SENIOR HIGH SCHOOL
_______________________________________
I. Personal Information
Age: 18
Birth date: January 07, 1999
Place of Birth: Cabanatuan, Nueva Ecija
Religion: Roman Cathoic

Father: Salvador Lamina Navalta
Mother: Rosalyn Mabasa Valdez
Siblings: Maria Rosario Valdez Navalta
EDUCATIONAL BACKGROUND
Elementary: Beaulah Land Christian Learning Center

Licab, Nueva Ecija
S.Y. 2003 – 2006
Licab Central Elementary School
Licab, Nueva Ecija
S.Y. 2006 – 2012
Junior High School: Exequiel R. Lina National High School

Licab, Nueva Ecija
S.Y. 2012 – 2016
Senior High School Exequiel R. Lina National High School
Licab, Nueva Ecija
20016-2018
Curriculum Vitae
_______________________________________
Mary Grace C. Cadena
Villarosa, Licab, Nueva, Ecija
09356392827
SENIOR HIGH SCHOOL
marygracecadena@yahoo.com
_______________________________________
Age: 18
Birth date: December 13, 1999
Place of Birth: Villarosa, Licab, N.E.
Religion: Roman Catholic
Father: Crispulo D.L. Cadena Jr.
Mother: Alicia C. Cadena
Siblings: Bea C. Cadena
Kristine Joyce C. Cadena
Paul John C. Cadena
II. EDUCATIONAL BACKGROUND
Elementary: Villarosa Elementary School

Licab, Nueva Ecija
2006-2012
3rd Honorable

Licab, Nueva Ecija
S.Y. 2012 – 2016
Senior High School: Exequiel R. Lina National High School
Licab, Nueva Ecija
S.Y. 2016-2018
Curriculum Vitae
_______________________________________
Jemmabeth C. Seraspe
SENIOR HIGH SCHOOL
Poblacion Sur, Licab, Nueva, Ecija

09504861465
jemmabeth_seraspe@yahoo.com
_______________________________________
Age: 18
Birth date: August 22, 2000
Place of Birth: Manila, Quezon City
Religion: Adventist
Father: Raquel Seraspe
Mother: Nora C. Seraspe
Siblings:
Elementary: San Agustin Elementary School

Novaliches, Quezon City
2006-2012
Junior High School: Novaliches High School

S.Y. 2012 – 2016
Senior High School: STI Novaliches College
S.Y. 2016-2017
Exequiel R. lina National High School
Licab, Nueva Ecija
S.Y. 2017-2018
Curriculum Vitae
_______________________________________
SENIOR HIGH SCHOOL
Alexsandra Jane Lozano

San Cristobal, Licab, Nueva, Ecija
09071524646
alexsandralonazo@yahoo.com
_______________________________________
Age: 18
Birth date: December 03, 1999
Place of Birth: San Cristobal, Licab, Nueva Ecija
Religion: Born Again

Father: N/A
Mother: Leonora S. Lozano
Siblings: Mary Joy Sablayan
Elementary School: San Cristobal Elementary School

Licab, Nueva Ecija
2006-2012
Licab, Nueva Ecija
S.Y. 2012 – 2016
Senior High School: Exequiel R. Lina National High School
Licab, Nueva Ecija
S.Y. 2016 – 2018

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EXEQUIEL R.

LINA NATIONAL HIGH SCHOOL

Financial Stability of the Teachers in Exequiel R. Lina

John Adrian V. Navalta

This thesis entitled, “FINANCIAL STABILITY OF THE TEACHERS

MARY KRISTINE S. DELA CRUZ

Approved by the Committee on Oral Examination held on

MARY KRISTINE S. DELA CRUZ

RACHELLE ANNE MENDOZA JENNIFER C. VALDEZ

Accepted and approved in partial fulfillment of the

This study could not have been done without the

contributions of many individuals, who contributed their time,

efforts, advice and ideas in order to enhance the quality of this

study and also the never-ending support to the success of this

First and foremost, the researchers would like to thank God

for giving them the courage, serenity and perseverance in

completing this research.

The researchers would also like to take this opportunity to

express their sincere appreciation and profound gratitude to

those teachers in Exequiel R. Lina National High School who spent

their time to answer the questionnaires, gave suggestions and

support for the success of this study.

The researchers would also like to express their deepest

appreciation and gratitude to the research project adviser, Mrs.

inquiries, interview and immersion research adviser, Ms.

Geraldine M. Bueno for her guidance, without her assistance and

help, the researchers may not be able to complete the project

within the time frame. Furthermore, her constructive advice,

constant guidance and insightful suggestion have helped the

researchers immensely in improving their research as well.

Moreover, the researchers would like to say thank you to all

the conduct of this research. In addition, the continuous

suggestions, encouragements, information and ideas that are given

by our research immersion adviser and research project adviser

along the whole process which help the researchers.

their families and friends for their everlasting support and

encouragement to finish this research on time, and also for their

non-stop support whether it is financially and morally,

throughout this research. Without them, the researchers would not

have enough strength and courage to complete this research.

First of all the researchers dedicate this study to our Almighty

God, who gave us strength and knowledge on our everyday lives.

To our inquiries, investigation and immersion research and

research adviser, Ms. Geraldine M. Bueno and Mary Kristine S.

Dela Cruz who helped, encouraged, supported and pushed us to

finish this study.

To our parents, who support us financially and with great morale

and overwhelming support to finish this research, this hard work

To our brothers and sisters and also to our classmates and

friends for their eternal non-stop love, encouragement and

Title Page ………………………………………………………………………………………………………………………………i

Approval Sheet …………………………………………………………………………………………………………………ii

Summary of Findings ……………………………………………………………………………………………………ix

1 THE PROBLEM AND ITS SETTINGS

Statement of the Problem………………………………………………………………………………3

Significance of the Study……………………………………………………………………………5

Scope and Delimitation of the Study……………………………………………………5

2 REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature…………………………………………………………………10

Review of Related Studies…………………………………………………………………………14

3 RESEARCH METHOD AND PROCEDURES

Sample and Sampling Procedure………………………………………………………………21

Description of the Instrument Used…………………………………………………21