Teachers’ Knowledge, Behavior, Attitude and Practices on Pillars of Financial Literacy Across Opol East District
DOI:
https://doi.org/10.59573/emsj.8(4).2024.12Keywords:
knowledge, behavior, attitude, financial literacy, pillars of financial literacyAbstract
The study examines the financial literacy of teachers in the Opol East District, focusing on their knowledge, behavior, attitude, and practices related to financial management. The research involved 262 respondents, using an adapted questionnaire and universal sampling technique. The study aimed to assess the respondents' level of financial literacy across key pillars like spending, earning, saving, budgeting, donating, investing, and protecting. It also sought to identify significant relationships between their knowledge, behavior, and practices, and to explore differences based on demographic factors such as age and civil status. The findings revealed that the respondents generally possess a very high level of financial knowledge, behavior, attitude, and practices. There was a significant relationship between the respondents' knowledge, behavior, and attitude, and their financial practices. However, differences in knowledge were observed based on age and civil status, while behavior and attitude showed no significant differences when grouped by these factors. The study recommends that teachers pursue advanced degrees and certifications to enhance their career prospects and remain competitive in the evolving educational landscape. These qualifications can help them improve their financial literacy and, in turn, their financial stability and career advancement.
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