Journal of Economics and Trade

Aims: This study aimed to evaluate the financial literacy levels of pre-service teachers enrolled in teacher education programs at the University of Eastern Philippines, Laoang Campus, and to design an extension program addressing their specific needs.

Study Design: A descriptive research design was employed to assess financial literacy across five dimensions: saving, budgeting, investing, debt management, and financial knowledge.

Place and Duration of Study: The study was conducted at the University of Eastern Philippines, Laoang Campus, during the second semester of the academic year 2023–2024.

Methodology: Pre-service teachers from the Bachelor of Elementary Education, Bachelor of Physical Education, Bachelor of Secondary Education, and Bachelor of Technology and Livelihood Education programs participated. Data were collected using a validated researcher-made instrument and analyzed through frequency counts, percentages, and weighted mean.

Results: Budgeting (WM=4.30) emerged as the strongest domain, followed by saving (WM=4.09) and financial knowledge (WM=3.95). Debt management (WM=3.82) and investing (WM=3.71) were identified as weaker areas, highlighting domains where students demonstrated limited confidence and competence.

Conclusion: An extension program was developed to reinforce strengths and address gaps through workshops, interactive modules, and practical activities focused on budgeting, saving strategies, debt management, and introductory investing. The program aims to equip pre-service teachers with comprehensive financial skills that enhance personal growth and professional readiness. The findings underscore the importance of integrating financial literacy into teacher education to foster financially responsible and resilient educators.