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Teachers' financial literacy

Erzsébet Németh (), Daniel Beres (), Katalin Huzdik (), Boglarka Deak-Zsoter () and Aranka Meszaros ()
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Katalin Huzdik: PhD, Associate Professor, Budapest Matropolitan University
Boglarka Deak-Zsoter: PhD, Assistant Professor, Corvinus University of Budapest
Aranka Meszaros: PhD, Associate Professor, Hungarian University of Agriculture and Life Sciences

Public Finance Quarterly, 2022, vol. 67, issue 1, 7 - 32

Abstract: The aim of the research is to explore the financial knowledge, attitudes, confidence, behavior and motivations of teachers (N = 752) teaching different subjects. The survey is particularly important because their knowledge, attitudes, and behaviors 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, government bonds and other, more complex forms of savings, indicating a high level of financial awareness and involvement. Teachers highly value their own financial literacy and likewise 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 system of requirements based on the financial awareness and motivation of the teachers.

Keywords: Financial Literacy; Research; Teacher; Comparative Analysis (search for similar items in EconPapers)
JEL-codes: A13 D12 G53 I22 (search for similar items in EconPapers)
Date: 2022
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