國小教師風險管理與理財規劃之研究-以南投縣為例

Risk Management and Financial Planning Study of Elementary School Teachers in Nantou

李秀綿(Sau-Mian Lee)

指導教授 ： 余祖慰 ； 張婉玲

朝陽科技大學/管理學院/保險金融管理系/碩士(2013年)

摘要

本研究主要希望藉由瞭解國小教師的風險認知與理財規劃之現況，並進一步探討理財規劃對理財行為之影響。本研究採用問卷調查法，以南投縣之國小教師為研究對象，實際共發出340份問卷，得到有效問卷292份，有效問卷回收率約為86%。受訪者以女性、年齡在41～50 歲、已婚、服務年資11～20年、個人月平均所得40,001～60,000元、家中投資主導權為本人為多。
研究結果發現，國小教師整體的風險管理基本認知對風險具有一定的
重視與關心；在理財規劃基本認知方面，在日常生活而言頗為重要，但國
小老師在理財的興趣較不高。國小教師對於投資報酬率高的理財工具會審
慎考慮，但理財規劃則是現代人必須有的觀念，平常也會有儲蓄的習慣。
就國小教師在理財行為上，進行理財的前兩項為「累積資金」、「對個人風險做準備」；在理財步驟中「檢視瞭解自己財務狀況」為最多；投資工具的選擇方面，經常都在檢視自己的理財規劃，目前使用理財規劃工具主要為「定期存款」、「基金」及「購買保險」，理財規劃相關知識來自「理財相關資訊」、「家人」、「朋友同事」。
整體而言，個人的理財規劃方面女性教師認知及年齡層越高有顯著影響。綜合研究結果，針對教師、金融機構及未來研究發展提出具體建議。

關鍵字

理財行為 ； 理財規劃 ； 風險認知

並列摘要

The study mainly wishes to further explore the financial planning’s affection to financial behavior through understandings of the current situations of elementary school teachers’ risk perception and financial planning. The study adopted the questionnaire survey and used Nantou County’s elementary school teachers as subjects; in fact, a total of 340 questionnaires were issued and the number of valid questionnaires was 292 with a response rate of 86%. The respondents based primarily on females with ages between 41~50 years old, married, service seniority of 11~20 years, average monthly income between 40,001~60,000, and for the most part, held the investment initiative in their household.
The study had discovered that the elementary school teachers’ basic risk management perception represented that there was a certain degree of seriousness and care attached to the concept of risk. For the basic financial planning perception, it was considered to be very important during daily lives but the elementary school teacher was not really interested in financial planning.
The elementary school teacher will take careful considerations for financial tools with high investment returns; but financial planning is a must have for modern people and usually people have habit of money savings. For the elementary school teacher’s financial behaviors, the first two items for financial planning were “Accumulating funds” and “Preparing for personal risks”. For the financial planning steps, the “Examine and understand one’s financial situation” had the highest percentage. For the investment tool selection, subjects constantly checked the status of their financial planning. At the moment, the primary financial planning tools were “Time deposit”, “Mutual funds”, and “Purchase insurance”. Their sources of financial planning knowledge were “Financial planning related information”, “Family”, and “Friends and colleagues”.
Generally, higher ages had a significant impact on female teachers’ perception toward personal financial planning. Base on the study results, specific suggestions are proposed for teachers, financial institutions, and future research developments.

並列關鍵字

Risk Perception ； Money Managem ； Financial Planning

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