新北市國中教師理財素養與理財教育認知之相關研究

Abstract

本研究旨在探討新北市國民中學教師理財素養與理財教育認知的關係。本研究採用問卷調查法，以自編之「新北市國中教師理財素養與理財教育認知調查問卷」為研究工具，進行問卷調查研究。其研究母群體為新北市的國中教師，獲致有效問卷634份。調查所得資料以SPSS 19.0電腦統計套裝軟體進行以描述統計、t考驗、單因子變異數分析與事後多重比較、斯皮爾曼相關、多元迴歸分析、典型相關量化方法處理。根據資料分析結果，本研究之主要發現摘述如下： 一、新北市國中教師的理財素養程度屬於普通中上。 二、新北市國中教師對理財教育能力指標的了解程度具有一定程度的了解。並認為理財教育能力指標對國中學生具有相當程度的重要性。 三、不同教育程度、服務年資、不同任教科目、社會學習領域教學年資、對理財相關知識的興趣、是否曾有儲蓄之外的理財實務經驗等背景變項的國中教師，其理財素養具有顯著差異。 四、不同服務年資、不同任教科目、對理財相關知識的興趣、是否曾有儲蓄之外的理財實務經驗等背景變項的國中教師，其對理財教育的了解程度具有顯著差異；不同服務學校所在地、對理財相關知識的興趣、是否曾有儲蓄之外的理財實務經驗等背景變項的國中教師，其對理財教育的重要程度具有顯著差異。 五、新北市國中教師的理財素養與理財教育認知呈現顯著正相關。 六、根據迴歸分析得知教師理財教育認知對其理財素養具有解釋力。 七、國中教師認為理財教育對學生重要程度與教師對理財教育了解程度之間具有顯著相關。

The purpose of this study was to explore the relationship between financial literacy and financial education cognition of junior high school teachers in New Taipei City. This study adopted a questionnaire survey method and used the self-written “Survey Questionnaire on Financial Literacy and Financial Education Cognition of Junior high School Teachers in New Taipei City” as the tool of data collection. The target population was junior high school teachers in New Taipei City and 634valid samples in total were obtained. By ways of descriptive statistics, t-test, one-way ANOVA, Spearman correlation, multiple stepwise regression and canonical correlation analysis computed through the SPSS 19.0 for Windows, the researcher analyzed the results of this study quantitatively. According to the data analyses, the primary findings were summarized as follows: 1. Financial literacy of junior high school teachers in New Taipei City was adequate. 2. Junior high school teachers in New Taipei City had a medium level of understanding of financial education capability indicators, and they considered the indicators for junior high school students with a considerable degree of importance. 3. Junior high school teachers’ financial literacy was significantly different form diverse personal backgrounds such as level of education, teaching seniority, teaching domain, the seniority of social studies teaching experience, interests in financial knowledge, whether he or she had had practical financial experiences besides savings. 4. Junior high school teachers’ understanding of financial education capability indicators was significantly difference from diverse personal backgrounds such as length of service , the course of teaching, interests in financial knowledge, whether he or she had had practical financial experiences besides savings. The degree of the importance was significant difference from diverse personal backgrounds such as the locations of the schools , interests in financial knowledge and whether he or she had had practical financial experiences besides savings. 5. There was major positive correlation between financial literacy and financial education cognition of junior high school teachers in New Taipei City. 6. Simultaneous multiple stepwise regression analysis indicates that the teachers’ financial education cognition has ample explanation to teachers’ financial literacy. 7. There is a canonical correlationbetween the junior high school teachers’ opinion on the important of financial education and the junior high school teachers’ knowledge on financial education competence indicators