本研究藉由了解國小教師的理財認知、退休規劃與理財行為之現況,來探討理財認知、退休規劃對理財行為之影響。透過問卷調查法及SPSS 12.0版軟體統計分析的方式進行研究,結果歸納如下: 一、國小教師整體理財認知觀念正向。 二、國小教師整體退休規劃,在「資金運用的方法」構面比「退休生活的安排」構面上,其態度較為積極。 三、國小教師整體理財行為屬於平均中等。 四、國小教師之背景變項與整體理財認知沒有顯著差異。 五、國小教師之年齡、服務年資、撫養人數與整體退休規劃有顯著差異。 六、國小教師之背景變項與整體理財行為沒有顯著差異。 七、國小教師理財認知與理財行為相互間之關係:在「對理財的了解程度」構面及「對投資報酬的了解程度」構面上,與「投資組合的配置」構面及「資金投資的能力」構面上有顯著相關。 八、國小教師退休規劃與理財行為相互間之關係:在「退休生活的安排」構面與「資金投資的能力」構面上沒有顯著相關,其餘皆有顯著相關。 九、國小教師理財認知、退休規劃與理財行為三者整體間之關係,只有退休規劃與理財行為整體之間有顯著相關。
This study is to explore the impact on financial behavior by understanding the financial cognition and retirement plans of elementary school teachers. We did the research through the questionnaire and statistical analysis software SPSS version 12.0. The results are as follows: 1.Elementary teachers’ overall financial cognition concepts are positive. 2.In elementary teachers’ overall retirement plans: “ ways to use funds” are positive than “retirement arrangements”. 3.The overall financial behaviors of elementary teachers are average. 4.Elementary teachers’ background variables and the overall financial cognition are not obviously different. 5.Elemeatary teachers’ age, seniority of service and the number of people they raise are different from their retirement plans. 6.Elementary teachers’ background variables and the overall financial behaviors are not obviously different. 7.The relationships between the financial cognition and financial behaviors of elementary teachers:the level of understanding “financial management”and “return on investment”are strongly relevant with “ portfolio configuration” and“the ability to fund investments”. 8.The relationships between the elementary teachers’ retirement plans and financial behaviors: “retirement arrangements”and “the ability to fund investments” are not obviously relevant ,while others are contrary. 9.The financial cognition,retirement plans and financial behavior indicate that only retirements and financial behaviors are obviously relevant.