Recent Papers

AbstractFinancial stress, particularly from loan sharks, has emerged as a growing concern among public school teachers in the Philippines. This study explores how indebtedness to informal lenders (loan sharks) affects the teaching performance of educators in the Division of Davao City. The research aims to shed light on the extent to which financial pressures interfere with professional responsibilities and classroom effectiveness. A quantitative descriptive-correlational research design was employed. The sample comprised 250 public school teachers, selected using Slovins formula with a 5% margin of error from a population of approximately 500. Respondents were chosen based on their current engagement in classroom teaching. Data were gathered through a structured questionnaire focusing on levels of financial stress, exposure to loan sharks, and key domains of teacher performance. Statistical analyses, including correlation and regression, were conducted to assess relationships among variables. Findings reveal that a significant proportion of teachers experience moderate to high levels of financial stress related to indebtedness to loan sharks. The analysis demonstrates a negative correlation between financial stress and various aspects of teaching performance, including classroom management, instructional delivery, and professional engagement. Teachers facing higher financial stress reported greater difficulties in sustaining job motivation and effectiveness.The study highlights the detrimental impact of financial stress from loan sharks on the professional lives of teachers. These findings underscore the urgent need for financial literacy programs and institutional support systems to mitigate the risks of indebtedness and enhance teacher well-being. Addressing these financial challenges is essential not only for individual teachers welfare but also for sustaining quality education in public schools.Keywords: Financial stress, loan sharks, teacher performance, Davao City, quantitative study.

Copyright © 2025 Mildred Muez Turillas. This is an open access article distributed under the Creative Commons Attribution License.