ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the financial status, emotional well-being, and teaching performance of public elementary school teachers in the San Agustin District, Schools Division of Surigao del Sur, during School Year 2025–2026, with the end view of proposing a professional development program. Using a descriptive-correlational research design, data were gathered from 106 respondents whose profiles showed varied distributions in age, sex, civil status, position, educational attainment, years in service, relevant trainings attended, family size, and combined monthly income. Findings indicated that teachers demonstrated a neutral level of financial status (overall mean = 3.19), characterized by sufficient financial literacy and budgeting skills but limited savings, moderate salary insufficiency, and financial strain. Teachers, however, exhibited high emotional well-being (overall mean = 3.82), reflected in strong stress management, emotional regulation, psychological balance, motivation, job satisfaction, and perceived social support. Teaching performance, based on the IPCRF ratings for 2024–2025, showed that a majority achieved a Very Satisfactory rating (82.08%), with the rest receiving Outstanding or Satisfactory ratings. Correlational analyses revealed no significant relationships between respondents’ profiles and their financial status or emotional well-being, except for combined family income, which showed a weak but significant positive correlation with emotional well-being. Teaching performance was significantly associated only with the highest educational attainment, which showed a weak negative correlation. A moderate, positive, and considerable correlation (ρ = 0.490, p < .001) was found between financial status and emotional well-being, though neither significantly influenced teaching performance. Qualitative findings further showed that financial strain contributes to stress, reduced motivation, and difficulty maintaining classroom focus, while stable finances support emotional balance and better instructional performance. Teachers recommended financial literacy programs, mental health and wellness training, instructional and pedagogical enhancement, and holistic development initiatives as essential components of a proposed professional development program. Keywords: Administration and Supervision, Financial Status, Emotional Well-Being, Teacher Performance, Public School Teachers, Professional Development Program, Descriptive– Correlational–Comparative, San Agustin, Surigao del Sur, Philippines