Using Importance-Performance Analysis Model to Analyze Financial Education Cognition of Elementary School Teachers－An Empirical Study in Taichung City

• Main Authors: Hui-Ju Hsieh, 謝惠如
• Other Authors: Ching-Torng Lin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/f4d6d8

碩士 === 大葉大學 === 管理學院碩士在職專班 === 103 === This study aims to investigate the elementary school teacher cognition of financial education in Taichung city. Based on the six main structures of financial management curriculum of United States and corresponded to indicators related the financial management in the Grade 1-9 Curriculum, the questionnaire of 24 indicators was developed. The questionnaires were delivered to 465 participants by stratified random sampling. With 389 valid questionnaires, data were collected and analyzed by importance-performance analysis. The results are as following: Two indicators accounted for (12%) fall in quadrant Π, which represents the urgent part needed to be improved. Three indicators accounted for (8%) locate in quadrant Ⅳ, which stands for an over-emphasis and leads to the unnecessary waste of resource. Besides, most of indicators accounted for (80%) fall in quadrantΙand Ⅲ. As a whole, the degrees of understanding financial education and importance in teachers are high. The implications of findings which discussed and suggestions are proposed for the future research and practitioners.