近年來,理財教育相關議逐漸受到重視,本研究以台灣地區之國小教師為研究對象,探討國小教師的理財知識與理財教育構念之現況與兩者之關聯性。研究結果顯示國小教師之理財知識已具備相當程度,在一般水準以上,他們在理財知識方面認同度最高與最低者分別為「我知道報酬率較高的理財工具,其風險也相對較高」、「我暸解主計處公佈的躉售物價指數的意涵」。而在理財教育構念方面,認同度最高與最低者分別為「理財教育可以讓學生知道開源節流的重要」、「目前的國小教科書中對於增進學生的理財知識是否足夠」。 在人口背景變項與國小教師理財知識之差異性分析方面,「性別」在「理財規劃與責任」和「銀行相關業務」等構面達顯著差異;「年齡」在「銀行相關業務」、「經濟政策議題」、「稅務與保險規劃」、「消費金融」等構面達顯著差異;「服務年資(含代課年資)」除了「理財規劃與責任」因素未達顯著水準,其餘構面均呈現顯著差異;「在校職務」在「經濟政策議題」構面呈現顯著差異;「服務學校之規模」在「理財規劃與責任」構面達顯著水準。在人口背景變項與國小教師理財教育構念之差異性分析方面,僅「性別」於「國小理財教育的重要性」構面上與「年齡」於「理財教育相關配套」構面達顯著差異。 在國小教師的理財知識與理財教育構念之典型相關分析方面,國小教師的理財知識除了「理財規劃與責任」、「銀行相關業務」二因素之外,其餘「經濟政策議題」、「稅務與保險規劃」、「投資、保險、儲蓄」、「消費金融」等四因素皆與教師理財教育構念呈現顯著且中高度之正相關,表示國小教師之理財知識愈高,其理財教育構念愈佳。
This study treated elementary school teachers in Taiwan as the subjects to probe into the elementary school teachers’financial knowledge, current constructs of financial education and their relationship. The findings suggested that elementary school teachers’ financial knowledge is at a satisfying level. As to difference analysis of school teachers’ financial knowledge, “gender” reveals significant difference on “financial planning and responsibility” and “banking business”; “age” reveals significant difference on “banking business”, “issues of economic policy”, “tax and insurance planning” and “consumer finance”; “position in school” reveals significant difference on “issues of economic policy”; “scale of the school” reveals significance on “financial planning and responsibility”. As to difference analysis of demographic variables and constructs of elementary school teachers’ financial education, only “gender” on “importance of financial education in elementary schools” and “age” on “measures related to financial education” reveal significant difference. The results of canonical analysis reveal significant and positive correlation with constructs of the teachers’financial education. It means that when elementary school teachers have more financial knowledge, the constructs of financial education are more significant.