Integrating Financial Literacy into the K-12 Curriculum: Teachers’ and School Leaders’ Experience

• Published in: The Asia-Pacific education researcher Vol. 33; no. 1; pp. 17 - 25
• Main Authors: Barrot, Jessie S., Gonzales, Jemma M., Eniego, Arnold A., Salipande, Aldrin L., Olegario, Ma.Lourdes G.
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.02.2024; Springer Nature B.V
• Subjects: Classrooms; Core curriculum; Curriculum development; Education; Educational Policy and Politics; Financial literacy; International and Comparative Education; International finance; Leadership; Learning; Learning and Instruction; Professionals; Regular Article; Skills; Sociology of Education; Students; Teachers; Teaching; Financial literacy; Curriculum; Financial literacy education; Curriculum reform; K to 12
• ISSN: 0119-5646; 2243-7908
• DOI: 10.1007/s40299-022-00704-y

This study examines how financial literacy education (FLE) was implemented at the school and classroom levels. A total of 32 teachers and 16 school leaders from 16 public schools across different regions in the Philippines were interviewed. Using a comparative multiple case study approach, the findings indicated that (1) teachers’ implementation in the classroom was influenced by the various learner, learning, and contextual factors and that (2) school leaders confronted major implementation challenges related to staff development, instructional supervision, administration, and leadership functions despite recognizing the value of FLE. Despite implementation challenges, the study also revealed teachers’ and school leaders’ positive attitudes toward incorporating FLE into the K-12 curriculum. Theoretically, the findings highlight the value of teacher and school leader sense-making in successfully implementing any curriculum innovation and crafting the FLE framework. Implications for curriculum implementation and policymaking are discussed.