Influence of Financial Literacy and Organizational Commitment to the Teachers' Professional Development in Geographically-Challenged Schools

The study assessed the financial literacy and organizational commitment on public school teacher’s professional development. A descriptive-correlational research design was used, covering the teachers from the Department of Education, Division of Bukidnon, Philippines. The descriptive method was utilized to described the prevailing conditions of variables concerning financial literacy and organizational commitment and their effects on public school teacher’s professional development. The correlational method was employed to assess the relationship between financial literacy and organizational commitment towards public school teacher’s professional development, while the multiple linear regression analysis was used to determine the predictors of professional development of public-school teachers assigned in geographically-challenged schools.

The results highlight various factors in emerging professional development of public school teachers assigned in geographically-challenged schools which includes debt management wherein teachers are planning to pay-off their debts and avoidance of taking unnecessary of high-interest debts.      

This study establishes a significant relationship between financial literacy, organizational commitment, and professional development among public-school teachers assigned in geographically-challenged schools.