Teachers’ Financial Literacy
DOI:
https://doi.org/10.35551/PFQ_2022_1_1Keywords:
Financial Literacy, Research, Teacher, Comparative Analysis, A13, D12, G53, I22Abstract
The aim of the research is to explore the financial knowledge, attitudes, confidence, behaviour and motivations of teachers (N=752) teaching different subjects. The survey is particularly important because their knowledge, attitudes, and behaviours affect the financial awareness of the students they teach. The results indicate a higher level of financial literacy than assumed, revealing that teachers have a higher level of financial literacy than students in higher education. 86% of those surveyed have savings in addition to bank deposits, such as government bonds and other, more complex forms of savings, indicating a high level of financial awareness and inclusion. Teachers highly value their own financial literacy, and similar to those studying in higher education, are risk averse. Their vast majority consider the development of financial literacy in schools important. Financial literacy trainings have a measurably positive effect on the level of knowledge of the participants. Based on the results of the research, it is worthwhile to shape the curricula and the requirements based on the financial awareness and motivation of the teachers.
References
Atkinson, A., Messy, F. A. (2012). Measuring Financial Literacy: Results of the OECD/International Network on Financial Education (INFE) Pilot Study. OECD Publishing, OECD Working Papers on Finance, Insurance and Private Pensions, 15
Barrera-Pedemonte, F. (2016). High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from Talis 2013. Paris: OECD Education Working Papers, No. 141, OECD Publishing
Béres D., Huzdik K., Deák-Zsótér B., Németh E. (2021). Felmérés a felsőoktatásban tanuló fiatalok pénzügyi kultúrájáról, 2020. Budapest: Állami Számvevőszék. https://www.asz.hu/storage/files/files/elemzesek/2021/felsooktatas_penzugyikultura_20210311.pdf?ctid=1259
Béres D., Huzdik K., Kovács P., Sápi Á., Németh E. (2013). Felmérés a felsőoktatásban tanuló fiatalok pénzügyi kultúrájáról. Kutatási jelentés. Budapest: Állami Számvevőszék. https://www.asz.hu/storage/files/files/Szakmai%20kutat%C3%A1s/2013/t353.pdf?download=true
Bernheim, B. D., Garrett, D. M., Maki, D. M. (2001). Education and Saving: The Long- Term Effects of High School Financial Curriculum Mandates. Journal of Public Economics, 80(3), pp. 435–465
Bernheim, B. D., Garrett, D. M. (2003). The Effects of Financial Education in the Workplace: Evidence From a Survey of Households. Journal of Public Economics, 87(7–8), pp. 1487–1519
Czakó Á., Győri Á., Schmidt L., ifj. Boros I. (2017). Innovatív pedagógiai módszerek a szakmai oktatásban. A szakmai tanárok módszerei szociológiai megközelítésben. socio.hu, 2, 1–21. oldal
Deák-Zsótér B., Nagy P. (2012). Mindennapi érzelmeink és pénzügyeink. Pénzügyi Szemle 57(3), 310–321. oldal
Dowling, N., Tim, C., Hoiles, L. (2009). Financial Management Practices and Money Attitudes as Determinants of Financial Problems and Dissatisfaction in Young Male Australian Workers. Journal of Financial Counseling and Planning, 20(2)
Hergár E., Benáth J. (2020). Egyre nagyobb teret hódít a szórakoztatva tanítás az oktatásban. boon.hu: https://boon.hu/eletstilus/egyre-nagyobb-teret-hodit-a-szorakoztatva-tanitasaz-oktatasban-4654441/
Hilgert, M. A., Hogarth, J. M., Beverly, S. (2003). Household Financial Management: The Connection Between Knowledge and Behavior. Federal Reserve Bulletin, 89, pp. 309–322
Kovács, L., Terták, E. (2016). Financial Literacy, Panacea or placebo? – A Central European Perspective. Verlag Dashöfer
Kovács P. (2017). Fiatalok pénzügyi kultúra mérésének fejlesztésének lehetőségei. In Pál Z. A pénzügyi kultúra aktuális kérdései, különös tekintettel a banki szolgáltatásokra. Miskolc, Economix Kft., 31– 38. oldal, http://www.penz7.hu /uploads/images/ckfinder/files/tanulmanykotetfinal.pdf
Kovács P., Révész B., Ország G. (2013). A pénzügyi kultúra és attitűd mérése. 439–447. oldal, https://epale.ec.europa.eu/sites/default/files/a_penzugyi_kultura_es_attitud_merese.pdf
Li, D., Jiang, Y., An, S., Shen, Z. (2009). The influence of money attitudes on young Chinese consumers’ compulsive buying. Young Consumers Insight and Ideas for Responsible Marketers, 10(2), pp. 98–109
Lusardi, A., Mitchell, O. (2006). Financial Literacy and Retirement Preparedness: Evidence and Implications for Financial Education. Business Economics, 42(1), pp. 35–44
Lusardi, A., Mitchell, O. (2007). Financial Literacy and Retirement Planning: New Evidence From the RAND American Life Panel. Michigan Retirement Research Center Research Paper No. WP 2007-157, https://doi.org/10.2139/ssrn.1095869
Mandell, L., Klein, L. S. (2009). The Impact of Financial Literacy Education on Subsequent Financial Behavior. Journal of Financial Counseling and Planning, 20(1)
Németh E., Vargha B., Beke A., Tordai H., Domokos K. (2020). Pénuzügyi kultúra fejlesztési programok felmérése – Összehasonlító elemzés 2016–2020. Budapest, Állami Számvevőszék. https://www.asz.hu/storage/files/files/elemzesek/2020/penzugyi_kultura_fejlesztesi_programok_20201216.pdf?ctid=1296
Radnóti K. (2006). Milyen oktatási és értékelési módszereket alkalmaznak a pedagógusok a mai magyar iskolában? In: Kerber Z. Hidak a tantárgyak között. Országos Közoktatási Intézet, 131–167. oldal
Stango, V., Zinman, J. (2007). Fuzzy math and red ink: When the opportunity cost of consumption is not what it seems. Working Paper, Dartmouth College
Van Rooij, M., Lusardi, A., Alessie, R. (2011). Financial literacy and stock market participation.Journal of Financial Economics, 101(2), pp. 449–472
Willis, L. E. (2008). Against financial-literacy education. Iowa Law Review, pp. 94–197
Willis, L. E. (2009). Evidence and Ideology in Assessing the Effectiveness of Financial Literacy Education. San Diego Law Review, 46. pp. 415–458
Xiao, J. J., O’neill, B., Prochaska, J. M., Kerbal, C. M., Brennan, P., Bristow, B. J. (2004). A consumer education program based on the Transtheoretical Model of Change. International Journal of Consumer Studies, 28(1), pp. 55–65 , https://doi.org/10.1111/j.1470-6431.2004.00334.x
Központi Statisztikai Hivatal (2021). Oktatás. Központi Statisztikai Hivatal (ksh.hu)
Magyarország Kormánya (2017). Pénzügyi tudatosság fejlesztésének stratégiája. https://2015-2019.kormany.hu/download/5/39/21000/P%C3%A9nz%C3%BCgyi%20tudatoss%C3%A1g%20fejleszt%C3%A9s%C3%A9nek%20strat%C3%A9gi%C3%A1ja.pdf
