Examining Debt and Financial Literacy Through a Cultural Lens: Educators’ Sustainable Household Practices in Marawi

Abstract

Objective: This study aims to examine the financial literacy, debt literacy, and financial management practices of higher education institution educators in a culturally unique context. Methodology: A descriptive and correlational research was employed and a survey was administered to educators to explore levels of financial knowledge, financial behavior, financial attitude, debt literacy, financial management practices, and demographic factors. Findings: Educators generally showed a solid grasp of financial concepts, though weaknesses emerged in compound interest and inflation. Marital status, business education, and non-household head status were associated with higher financial knowledge. Financial behaviors were generally, yet engagement with financial products and investment was limited. Muslim respondents scored lower in both financial and debt literacy, reflecting socio-cultural and religious influences discouraging interest. Only 9% of respondents answered the debt literacy item correctly. Theoretical and/or Methodological Contributions: This study demonstrates how socio-cultural and demographic variables differ in household financial management practices. Research Implications: Findings highlight the need for targeted financial education for women, larger households, and Muslim educators, and call for culturally sensitive financial literacy programs within higher education institutions.