| Summary: | 碩士 === 中華大學 === 企業管理學系碩士班 === 99 === Elementary financial materials play a key role in promotion and popularization of elementary financial education. Recently government and organizations (ex. FINLEA) all do the best to plan and make the elementary financial materials. However the completeness and maturity still need participation, feedback and correction from all aspects. The present study aimed at exploring the importance and satisfaction of elementary financial materials in teachers’ point of view. By collecting the datum from elementary school teachers by questionnaire and analyzing based on three-factor theory (Matzler et al., 2004a) and Importance-Performance And Gap Analysis theory (Lin, Chan, & Tsai, 2009), one can find out the key factors and improvement priority of six learning axes : individual financial policy and responsibility, individual incoming and job, money concept and planning, credit and loan, risk management and insurance, investment management that defined by FINLEA.
From this research,
1.The importance of elementary financial materials,
The factors that are significantly correlated to the importance of six learning axes are “Ever teached financial materials”, “With investment experience” and “Prefer to attend financial training course”. The factors that are partially correlated to the importance of six learning axes are “School scale”, “Gender” and “Ever teach society course”. The factors that are not correlated to the importance of six learning axes are “Seniority”, “Education”, “The class in charge” and “Ever learned finance”.
2.The satisfaction of elementary financial materials,
The factors that are significantly correlated to the satisfaction of six learning axes are “School scale”, “Gender”, “The class in charge”, “With investment experience” and “Prefer to attend financial training course”. The factors that are not correlated to the satisfaction of six learning axes are “Seniority”, “Education”, “Ever teach society course”, “Ever teached financial materials” and “Ever learned finance”.
3.The conclusion based on IPGA and three-factor theory,
All 30 check items of six learning axes are belonging to “Performance factor” and with negative gaps. In addition, 17 check items are located in “Concentrate here” quadrant (ie. quadrant II). According to the information of the distance from the intersection coordinates (0,1), the learning axis that shall be improved with the highest priority is “credit and loan”, the second is axis of “money concept and planning” and the third is axis of “individual incoming and job”. The check item that shall be improved with the highest priority is “maintain individual information security”, the second is “individual credit” and the third is “the attitude of occupations with equal importance”. The result of this research is practically helpful to maker of elementary financial materials and organizations of teachers’ training arrangement for making more developed resources reallocation strategies within a limited-resource situation. In addition, this result shall also be a good reference to train child and students for parents, school administration departments and social welfare organizations.
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