<![CDATA[Financial management ability shapes teachers' financial well-being, yet a stable income does not automatically translate into sound planning, spending and risk management. Gap: Prior studies have mostly examined financial literacy, income and lifestyle separately, reported inconsistent results, and seldom treated psychological factors as moderators among elementary school teachers. Purpose: This study analyzes the effects of financial literacy, income level and lifestyle on financial management ability and tests the moderating role of internal locus of control (ILOC). Method: A quantitative survey was conducted with 180 civil-servant teachers from 46 public elementary schools in Ciawigebang District, Kuningan Regency, selected through proportionate random sampling. Questionnaire data were analyzed using moderated regression analysis (MRA). Main findings: Financial literacy and income level had positive and significant effects, whereas lifestyle had a negative and significant effect on financial management ability. ILOC had a positive effect and significantly moderated all three relationships, strengthening the effects of financial literacy and income; the model explained 71.6% of the variance in financial management ability. Conclusion: Teachers' financial management ability is shaped by knowledge, economic resources and consumption patterns whose effectiveness depends on self-control. Teacher development programs should combine financial education with the strengthening of personal control.]]>
