Research on Pension Reform and Financial Planning Cognition for Special Education School Teachers

• Main Author: 黃照娥
• Other Authors: CHEN,YI-PING
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/4zmjp8

碩士 === 大葉大學 === 管理學院碩士在職專班 === 106 === ABSTRACT In recent years, low birthrate and aging cause serious problems for Taiwan’s population structure. The government estimated that various national annuities will fall into bankruptcy. Therefore, the government start the reform of the annuity system. Regarding to the teacher's annuity, the "Public School Staff Retirement Pension Regulations" had been passed, and implemented from July 1, 2018. The work for special education teachers are high physical exertion and high risk of injury in the education field, but these problems are easily overlooked when government policy are forming or under modification; however, the special education teachers' income and retirement planning will be affected after the implementation of the new policy. The formal teachers (including various stages) of the special education school in Yunjia District are the subjects of this research. The questionnaire survey method is adopted in this study, which includes: the special teacher's understanding of the annuity system reform plan, the special education teacher's financial planning, the special education teacher's financial management behavior, the change of financial planning after the annuity reform, and demographics information. 75 valid questionnaires were obtained in this research. After statistical analysis, the conclusions of this research were summarized as follows: v 1、 Most special education teachers have low awareness of the annuity reform regulations. 2、 Most special education teachers believe that the reasonable age for monthly pension is between 50-55 years old, and they hope they could retire in that age. 3、 The financial management behavior of most special education teachers are conservative. 4、 The different background variables of special education teachers have significant differences in age and teaching years. 5、 The different background variables of special education teachers have no significant differences in financial planning.