Financial literacy has been considered a life skill necessary for making sound
financial decisions. Yet numerous studies around the globe have documented low levels
of financial knowledge among different populations and socio-demographic groups. This
study presents the results of a financial literacy survey conducted among primary and
secondary education teachers in Southern Antique, Philippines. Using the instrument
developed by the Organization for Economic Cooperation and Development/International
Network on Financial Education (OECD/INFE), the results show that the average financial
knowledge score of the respondents is 4 out of 7, and less than half are assessed to
have good financial knowledge. Difficulties were noted in interest calculations and
understanding the time value of money and diversification. Ordinary least squares (OLS)
and stepwise multiple regression analyses further reveals that higher knowledge scores
are associated with teachers with high family income, those who have taken graduate
studies, those with numerous family dependents, and those teaching at secondary (high
school) levels. These findings have implications for policy recommendations on financial
literacy interventions.