This study was aimed at assessing and analyzing the Credit Management Practices of Balili Elementary School Teachers in La Trinidad Benguet. Credit management practices are the strategies used by an organization to ensure that the level of credit in the firm is acceptable and is managed effectively. It is part of financial management that comprises the analysis of credit, rating of credit, classification, and reporting of credit. And when credit management is done right, then the capital with debtors reduces, and the possibility of bad debts is also reduced. The main objective of this study was to examine the level of agreement and implementation on the credit management practices when grouped according to sex, civil status, length of service and monthly gross income. The study made use of a descriptive research design and utilized a survey questionnaire as its method.
The teachers in the Philippines are being tagged as "taga London" (it means they tend to loan here and there). One of the identified culprits to their burden of borrowing is the low salary they are receiving. But, given the presented facts that those around the world who are top-paid even face over obligations due to borrowings, credit management practices should also be seen as one of the factors. As Alison has opined, borrowing should not cause more debts. Instead, it should serve the purpose of why one borrows, such as holding a buffer stock of savings, planning for retirement, and using high-cost methods of borrowing.
The revelations of Joo and Grable and Gerrans et al. , relative to the teachers' borrowing are quite alarming. It is because the personal financial wellness of the teachers is seen affecting the work performance. The burden of paying the amount borrowed affects work productivity. Shad opined that an employee who is worried about their unpaid obligations could not perform well as it impacts physical and mental wellbeing. It often causes anxiety, depression, and absenteeism. While any organization is for productivity, efficiency, and effectiveness, the employees mirror its goals. They are still the goals' implementers. If personal financial management directly affects their productivity at work, there must be an organization's intervention.
Table of Contents
1. INTRODUCTION
1.1 Background of the Study
1.2 Conceptual Framework
1.3 Statement of the Problem
1.4 Hypotheses of the Study
2. METHODOLOGY
2.1 Research Design
2.2 Population and Locale of the Study
2.3 Data Collection Instrument
2.4 Data Collection Procedure
2.5 Treatment of Data
3. RESULTS AND DISCUSSION
3.1 Level of Agreement on Credit Management Practices of Balili Elementary School Teachers
3.2 Level of Implementation on the Credit Management Practices as Employed by Balili Elementary School Teachers
3.3 Summary
4. CONCLUSIONS AND RECOMMENDATIONS
4.1 Conclusions
4.2 Recommendations
Research Objectives and Themes
The primary objective of this study is to assess and analyze the credit management practices employed by teachers at Balili Elementary School, La Trinidad, Benguet. The research investigates the levels of agreement and implementation regarding credit management strategies when the respondents are categorized by demographic variables such as sex, civil status, length of service, and monthly gross income, aiming to provide baseline data for potential organizational interventions.
- Analysis of credit management strategies among elementary school teachers.
- Examination of the relationship between demographic profiles (sex, civil status, income) and financial behavior.
- Evaluation of agreement levels regarding credit-related decision-making.
- Assessment of the practical implementation of debt repayment and credit control policies.
Excerpt from the Book
Background of the Study
There is a difference between borrowing money for investment purposes and borrowing it for the family's daily needs and wants. Some people are borrowing with the end in mind to have an amount of return on investment to calculate or to associate the comparative efficiency of different investments to the value of profit generated from the sale of the investment. Yet, both, regardless of the purpose of the borrowings, should be managed well.
Taken aback, teachers who belong to the so-called noblest profession are not spared from borrowings and they experience being on a tight budget, although they are known to have a very stable job. As second parents of children at school, teachers deserve all the benefits they need to carry out their noble work. The literature so provides that many teachers were borrowers. The CERI (2017) and Mitchell (2011), have revealed that even top-paid teachers from different countries such as Luxembourg, Ireland, Korea, Germany, the United States, and Australia were also engaged in money borrowings.
Chapter Summaries
INTRODUCTION: This chapter outlines the context of the study, defining the research problem regarding teacher borrowing and credit management while establishing the conceptual framework.
METHODOLOGY: This section details the descriptive-qualitative research design used, the locale and population of the study, the survey instrument utilized for data gathering, and the statistical treatment applied to analyze the findings.
RESULTS AND DISCUSSION: This chapter presents the data gathered on the levels of agreement and implementation of credit management practices among the respondents, categorized by various demographic factors.
CONCLUSIONS AND RECOMMENDATIONS: This final chapter synthesizes the study's findings to draw logical conclusions and proposes actionable recommendations to improve the financial management and credit practices of teachers.
Keywords
Credit Management, Financial Literacy, Teachers' Borrowing, Debt Repayment, Financial Wellness, Credit Policy, Loan Delinquency, Personal Finance, Income Management, Saving Practices, Financial Behavior, Debt Control, Educational Administration, Expenditure, Financial Stability.
Frequently Asked Questions
What is the core focus of this research?
The study focuses on evaluating and understanding the credit management practices of elementary school teachers in Balili, investigating how they handle debt, borrowing, and financial obligations.
What are the primary thematic areas covered?
The research covers borrowing habits, credit record maintenance, repayment strategies, awareness of credit policies, and the impact of demographic factors like income and civil status on financial behavior.
What is the main research objective?
The main objective is to determine the level of agreement and implementation of specific credit management practices among the teachers to identify areas for financial intervention.
Which scientific methodology was employed?
The study utilizes a descriptive research design, employing a survey questionnaire as the primary instrument for collecting quantitative data from the teachers.
What does the main body of the work address?
The main body presents empirical data through tables and discussions, analyzing the teachers' practices in relation to their demographic profiles and existing financial theories.
How can this work be characterized by its keywords?
The work is characterized by terms such as Credit Management, Financial Literacy, Debt Repayment, Financial Wellness, and Personal Finance, reflecting its focus on teacher financial health.
Why is the length of service significant for this study?
Length of service is a key variable because the data suggests that it significantly influences the teachers' consciousness and implementation of credit management strategies compared to other demographic factors.
What specific financial recommendation is made for the Department of Education?
The study recommends that the Department of Education initiate structured financial management strategies and support the creation of teachers' help centers to provide financial advice and education.
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- JOJO IVAN INUGUIDAN (Autor:in), 2021, Credit Management Practices of Balili Elementary Teachers. Empirical Study, München, GRIN Verlag, https://www.grin.com/document/1112334