Abstract
This study determined the factor structure of probing issues on the economic status of teachers in pandemic. The exploratory sequential mixed methods design was utilized that started with qualitative phase then followed by quantitative data collection and analysis. More specifically, it aimed to construct a teachers’ economic status scale in a sample of teachers. In the qualitative phase, there were ten (10) teachers who participated in the in-depth interview and seven (7) teachers participated in the focus group discussion. Moreover, a total of 200 teachers have been selected as respondents in quantitative phase. Meanwhile, the data were analyzed using the thematic analysis and exploratory factor analysis (EFA). The results show that a total of four themes have emerged in the qualitative findings that put emphasis on Financial Constraints, Thriftiness, Expenditures, Financial Equitability, Financial Equitability, Financial Literacy. On the other hand, the EFA results showed three underlying dimensions of teacher’s economic status of teachers such as thrifty, financial issues, and financial status. It is therefore concluded that multidisciplinary methodologies and sophisticated pedagogy are required to train teachers. To achieve these goals, preservice and in-service teachers needed high-quality professional development, to alleviate teachers' financial situation teachers are advice to necessitated financial literacy.
Keyword: Exploratory Factor Analysis, Exploratory Sequential Design, Teachers’ Economic Status, and Arakan, North Cotabato Division.