This study determined the level of school heads’ financial management and teachers’ satisfaction and examined the relationship between financial management and teachers’ performance in the District of Calatrava I. A descriptive-relational research design was employed, involving 241 teachers from 22 elementary schools. Data were gathered using a researcher-developed, 40-item questionnaire covering four financial management areas: funding activities under the School Improvement Plan (SIP) and Annual Implementation Plan (AIP), payment of utilities, procurement of instructional school supplies, and payment of wages for janitorial, transportation/mobility, and security services. The instrument underwent face and content validation by three experts and reliability testing through a dry run with 20 teachers from Calatrava II using Cronbach’s Alpha. Findings revealed that teachers were generally highly satisfied with school heads’ financial management, particularly in funding school activities, utilities, instructional supplies, and support-service wages, although improvements were needed in financial transparency, utility maintenance, MOOE allocation and liquidation, stakeholder participation, and disclosure of fund utilization. Teachers’ performance was generally rated very satisfactory. No significant differences were found in financial management when respondents were grouped according to age, sex, civil status, length of service, and educational attainment. Moreover, no significant relationship was found between school heads’ financial management and teachers’ performance. The study concludes that while school heads demonstrate adequate financial management capabilities and teachers maintain satisfactory performance, financial management alone may not directly determine teachers’ performance. Continuous professional development, participatory budgeting, transparency, accountability, and stakeholder engagement are therefore recommended to strengthen school financial management and support effective teaching and learning.