FINANCIAL HARDSHIPS OF TRICENARIANS EDUCATORS: PREPARING FOR THE FUTURE AMID DEBT CHALLENGES

Authors

  • Ricardo Jr. L. Navarro Teacher III, Department of Education, Philippines
  • Johnny S. Bantulo Eduation Program Supervisor, Department of Education, Professor, Ramon Magssaysay Memorial Colleges, Inc., Philippines

DOI:

https://doi.org/10.46827/ejes.v13i5.6659

Keywords:

educational management, financial hardships, tricenarian educators, prepare, future, debt challenges, Philippines

Abstract

This study explored the lived experiences of tricenarian educators facing financial challenges while striving to achieve personal and professional stability. Conducted at Platon Esperanza Taguding Elementary School in Kiamba 1 District, the study examined how teachers in their thirties manage daily expenses, family obligations, and costs related to professional growth. Using a qualitative single case study design, five participants aged 30 to 39 with 8 to 15 years of teaching experience were purposively selected. Findings revealed major challenges such as financial strain, mental burden, work distraction, missed career advancement opportunities, emotional distress, postponed aspirations, and persistent debt-related pressure. Despite these struggles, participants employed various coping mechanisms, including financial planning, controlled spending, emotional release, incurring debt to support goals, seeking social and family support, engaging in personal outlets, saving extra income, self-care practices, and using budget monitoring tools. Their insights reflected personal and financial growth through empowered financial decisions, financial growth, aspiring for excellence, thinking before spending, career motivation, long-term planning, and debt awareness. In conclusion, tricenarian educators encounter continuing financial hardships but remain resilient through strategic coping efforts and reflective financial awareness. Findings imply the need for institutional support in the form of financial literacy training, debt management counseling, and welfare programs for teachers. These results contribute to educational management by emphasizing the importance of proactive financial support systems to sustain teacher well-being, job performance, and long-term career development.

Author Biographies

  • Ricardo Jr. L. Navarro, Teacher III, Department of Education, Philippines

    Ricardo Jr. L. Navarro is a Teacher III at Platon Esperanza Taguding Elementary School under the Department of Education–Sarangani Division. He is also active in academia through his Google Scholar profile (Ricardo Navarro).

    Email ricardojrn0@gmail.com / ricardo.navarro002@deped.gov.ph,

    ORCID:  https://orcid.org/0009-0009-3810-2559

  • Johnny S. Bantulo, Eduation Program Supervisor, Department of Education, Professor, Ramon Magssaysay Memorial Colleges, Inc., Philippines

    Johnny S. Bantulo is a Professor in the Graduate School of Ramon Magsaysay Memorial Colleges, Inc. and an Education Program Supervisor in the Department of Education.

    Email: jsbantulo1966@gmail.com,

    ORCID: https://orcid.org/0009-0006-3047-3994

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2026-04-11

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Vol. 13 No. 5 (2026)

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