Measuring Secondary School Teachers’ Financial Literacy and Financial Self-Confidence

Abstract

Financial illiteracy can be present among all groups of people, including educated individuals. However, if found among teachers it might be a problem, especially if those teachers are engaged in conducting financial education in their classrooms. Therefore, it is necessary to assess and monitor the financial literacy of secondary school teachers. Unfortunately, data suggests that many teachers lack financial knowledge gained through formal and informal educational experiences. This research explores the relationship of financial literacy and self-confidence using unique data from a sample of secondary school teachers in Croatia. Teachers confident in their financial knowledge and skills should be better equipped to teach that content. For this purpose, a questionnaire was designed; then, using a sample of teachers applied at the state assembly of teachers, they were distributed. Using factor analysis and linear regression modeling, the relationship between financial literacy and self-confidence was assessed. The results of conducted regression analysis showed that the self-confidence of secondary school teachers increases their financial literacy. This result is important in terms of educational policy since teachers might serve as an important channel of financial information for the students.