理財認知與理財行為之研究：以雲林縣國小教師為例

The Research on Financial Perception and Financial Behavior of Elementary School Teachers in Yunlin County

陳大偉(Ta-Wei Chen)

指導教授 ： 紀麗秋

國立虎尾科技大學/管理學院/經營管理研究所在職專班/碩士(2013年)

摘要

近年來行政院金融監督委員會邀請教育部協助校園金融教育的推廣，期能從國小推動金融基礎教育；再加上自2013年起國小教師就要繳交所得稅，因此，有必要了解教師的理財認知及理財行為的關聯性，以有助於理財知識的培養。本研究採問卷調查法，以雲林縣國小教師為對象，以個人背景變項探討理財認知與理財行為的現況及兩者之間的關係。
研究結果發現：
一、雲林縣國小教師在理財認知方面：
(一)主觀看法上，國小教師明白理財和生活密不可分。
(二)風險看法上，國小教師能清楚了解風險和報酬二者之間的關係。
(三)理財興趣上，國小教師從事理財的興趣並不高。
(四)理財規劃上，國小教師能明白理財前需先做好詳細的規劃。
二、雲林縣國小教師在理財行為方面：
(一)理財目標：主要為累積財富、為退休後做準備和為子女準備教育基金。
(二)投資金額比例：約90%的教師會以年收入的1~40%去從事理財投資。
(三)投資工具選擇：以定期存款、保險及基金為主要的投資工具。
三、不同背景變項之雲林縣國小教師理財認知的差異：
(一)不同性別的國小教師在理財興趣上有明顯的差異存在。
(二)不同任教年資的教師在主觀看法及理財規劃上有明顯的差異存在。
(三)不同個人月支出的國小教師在主觀看法上有明顯差異存在。
四、不同背景變項之雲林縣國小教師理財行為的差異
(一)不同性別的國小教師在投資工具的選擇上有明顯的差異存在。
(二)不同年齡的國小教師在理財目標的設定上存有明顯的差異。
(三)不同學歷的國小教師在理財目標上存有顯著差異。
(四)不同任教年資的教師在理財目標及投資工具的選擇上有顯著差異。
(五)不同家庭成員數的教師在投資比例及投資工具選擇上有顯著的差異。
(六)不同個人月所得的國小教師在投資比例上有明顯的差異。
(七)不同月支出的國小教師在理財目標的達成上有明顯的差異。
五、雲林縣國小教師理財認知與理財行為之間的關係：
(一)國小教師的風險看法對其理財行為具有正向的影響。
(二)國小教師的理財興趣對其理財行為具有負向的影響。

關鍵字

國小教師 ； 理財認知 ； 理財行為

並列摘要

In recent years, the Financial Supervisory Commission of Executive Yuan has invited the Ministry of Education to assist the promotion of basic financial education in elementary schools. Moreover, starting from this year, the elementary school teachers should pay income tax. Therefore, in order to promote the financial education smoothly, it is necessary to understand the financial perception and financial behaviors of the elementary school teachers. In this study, we conducted a questionnaire survey focused on the elementary school teachers of Yunlin County. We explored the relation of the current status of the financial perception and financial behaviors of the elementary school teachers based on different personal background variables.
The results are as follows:
(1) The financial perception of the elementary school teachers in Yunlin County:
(A) In regard to the subjective views, the elementary school teachers understand that financial management is closely related to daily life.
(B) In regard to the views towards risk, the elementary school teachers clearly understand the relation between risks and profit.
(C) In regard to the interest in financial management, most of the elementary school teachers were not interested in financial management. Besides, there were high differentiation among the results.
(D) In regard to financial planning, most of the teachers understand that financial management requires detailed planning in advance.

(2) The financial behaviors of the elementary school teachers in Yunlin County:
(A) Financial goals: The purposes of financial management basically are to accumulate wealth, to prepare for retirement and to prepare the education funds for the children, etc.
(B) The proportion of the amount of investment: approximately 90% of the school teachers spend 1~40% of their annual income for financial investment.
(C) Choice of investment vehicles: Time deposits, buying insurance and funds are the three major investment vehicles.

(3) Differences in the financial perception of the elementary school teachers in Yunlin County based on different background variables:
(A) There were significant differences in the interest towards financial management based on different genders of the elementary school teachers.
(B) Based on different ages, there were significant differences in the subjective views and financial planning of the elementary school teachers.
(C) There were significant differences in the subjective views of the school teachers. Based on different personal monthly expenditure.

(4) Differences in the financial behaviors of the elementary school teachers in Yunlin County based on different background variables:
(A) There were significant differences in the "choice of investment vehicles" according to different genders of the elementary school teachers.

(B) There were significant differences in the financial goals according to different ages of the elementary school teachers.
(C) There were significant differences in the financial goals of the elementary school teachers according to different level of education.
(D) There were significant differences in the financial goals of the elementary school teachers according to teaching seniority.
(E) There were significant differences in the "proportion of investment" and the "choice of investment vehicles" of the elementary school teachers according to different number of family members.
(F) There were significant differences in the proportion of investment of the elementary school teachers based on different personal monthly income.
(G) There were significant differences in the achievement of financial goals of the elementary school teachers based on different personal monthly expenditure.

(5) The relation between the financial perception and the financial behavior of the elementary school teachers in Yunlin County:
(A) The views towards risk had an positive impact on the financial behaviors of the elementary school teachers in Yunlin County. The more a teacher recognizes the concept of risk, the more specific his/her practice in financial investment will be.
(B) The interest towards financial management had a negative impact on the financial behavior of the elementary school teachers in Yunlin County. If a teacher is highly interested in financial management, the truth is that he/her may be passive when actually engaged in the practice of financial investment.

並列關鍵字

Elementary School Teachers ； Financial Perception ； Financial Behavior

參考文獻

參考文獻

一、 中文文獻

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[2]王念慈，2006，公立高中職教師理財之研究，國立彰化師範大學商業教育學系，碩士論文。

[3]王俊傑，2012，國小教師理財認知、投資理財行為及退休理財規劃之研究－以桃園縣為例，開南大學商學院碩士在職專班，碩士論文。