THE MEDIATING ROLE OF FINANCIAL LITERACY ON THE RELATIONSHIP BETWEEN FINANCIAL WELLBEING AND TEACHING PERFORMANCE

Financial

This study investigated the mediating role of financial literacy on the relationship between financial well-being and teaching performance among teachers. Employing a quantitative research design, data were collected through standardized questionnaires measuring teachers’ financial well-being, financial literacy, and teaching performance. Statistical analyses, including correlation and mediation analysis, were utilized to determine the direct and indirect effects among the variables. Findings revealed that financial well-being has a significant positive relationship with teaching performance, indicating that teachers who experience better financial stability tend to demonstrate higher professional effectiveness. Moreover, financial literacy was found to partially mediate this relationship, suggesting that teachers with higher financial knowledge and management skills are more capable of utilizing their financial resources wisely, which contributes to reduced stress and enhanced job performance. The results underscored the importance of financial education programs in promoting teachers’ financial capability and work productivity. This study provided valuable insights for educational leaders, policymakers, and stakeholders in developing interventions aimed at improving financial well-being and uplifting the quality of teaching in schools.

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