Financial literacy is one of the big predicaments facing among government employees, most especially the teachers. Based on the Salary Standardization Law 1, public teachers have better compensation than any other government employees, considering their basic salary and all of the benefits. However, teachers were financially challenged in understanding and managing their own finances.

The concept of the study was drawn from the theories of Maslow's Hierarchy of needs, areas of personal finance, financial literacy identifiers and core competencies, top-down processing theory and behavioral finance.

The respondents profile, level of financial literacy, financial perspectives and financial practices were determined through descriptive statistics such as percentage, standard deviation, mean and frequency count. The result of the study showed that public secondary teachers had high level of financial literacy and financial perspectives, but this is in contrast with the level of the financial practices which yielded a low result.

Moreover, significant relationships between the respondents' profile and level of financial literacy, financial perspectives and financial practices; level of financial literacy and financial perspectives and financial practices; and financial perspectives and financial practices of the public secondary teachers were determined using the statistical tools like Pearson's Product Moment Correlation Coefficient (Pearson's r), Correlation Ratio (E2), and Point Biserial Correlation Coefficient depending on the type of data being tested. The study revealed that all of the above relationships were significant.

Keywords: Financial Literacy, Financial Perspectives, Financial Practices

Thesis (Master of Management - Business Management)

Includes appendices and bibliographical references