Teachers’ Awareness of School Financial Reports and Its Relationship with Their Engagement in Governance Activities

This study explored the relationship between teachers’ awareness of school financial reports and their engagement in governance activities at Pedro Guevara Memorial National High School in Santa Cruz, Laguna. As financial literacy becomes increasingly relevant in educational leadership, understanding how teachers perceive and engage with school financial matters is crucial. Grounded in the Theory of Planned Behavior, the research aimed to determine the level of awareness of financial reports among teachers, the extent of their governance involvement, and whether significant differences or relationships exist based on demographic variables. A descriptive-correlational research design was used, employing a validated and reliable survey instrument (Cronbach’s α = 0.85). Data were gathered from 131 randomly selected teachers using an online questionnaire, and analyzed using descriptive statistics, t-tests, ANOVA, and correlation analysis. Findings revealed that teachers were only slightly aware (M = 2.31) of school financial reports and were sometimes engaged (M = 1.87) in governance activities. Significant differences in awareness were found based on training attendance and grade level handled. Notably, a moderately strong, positive, and significant correlation (r = 0.688, p < 0.01) was found between awareness and engagement. These findings highlight the potential of targeted financial literacy training in fostering greater teacher involvement in school governance. It is recommended that school leaders institutionalize regular capacity-building programs focused on financial transparency and participatory governance to empower teachers and enhance accountability in school management.