期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：1295-1306
DOI：10.9756/INT-JECSE/V14I3.154
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This paper aims to analyse and assess the financial understanding of the teachers of higher learning institutions. Financial knowledge is essential to achieve economic ends by any person. Geographical boundaries do not constrain finance and can be found worldwide because of privatisation, liberalisation, and globalisation (Jappelli, 2010). Anyone can borrow and invest for their future financial requirements from anywhere in the world. Day by day, the versatile and complex financial instruments to invest in or borrow are increasing (Mitchel and Lusardi 2011). To make decisions in these financial assets, the individual needs to acquire knowledge in finance. Teachers also need to know about finance (Kalyani and Kavya 2018). Adopted a structured questionnaire for this study containing two parts; part 1 is demographic variables, and part 2 relates to financial learning, numeracy and knowledge. This study focuses only on financial ability, including the learning and numeracy of teachers. A convenient sampling method is adopted to collect the data. The chosen sample size is 130, which is more than 100, to fit the statistical method of data analysis, particularly with quantitative research (Hair et al. 1998). This study adopted a descriptive approach for data analysis and identified that only 23% of the employed teachers' in educational institutions at higher levels possess a high level of financial knowledge, and 51% possess moderate knowledge. Compared to female teachers, male teachers have a higher rate of financial expertise. This study can help policymakers, corporate entities, and academic institutions enhance literacy levels in finance to uplift the economic wellbeing of individuals.
