The problem in this quasi-experimental research study is the lack of certainty of whether a relationship exists between a financial literacy intervention for teachers, which may result in a positive change in financial literacy, financial awareness, and their subsequent advocacy for financial literacy courses for elementary and middle school age students. The purpose of this quantitative study was to examine the effects of a financial literacy intervention on teachers’ financial literacy, awareness, and advocacy. This study used an independent t-test, one-way analysis of covariance, and chi-square to analyze the data. The results of the analysis showed there was a statistically significant relationship between financial literacy intervention and teachers’ financial literacy and teachers’ financial awareness. The results did not indicate a relationship between the financial literacy intervention and advocacy; however, 69% of the experimental group and 53.2% of the control group would advocate for financial literacy courses. Results of this study can be used to provide educators, researchers, and government officials a broader understanding of financial literacy, financial awareness, and advocacy of financial literacy courses on the elementary and middle school level. Recommendations to incorporate financial literacy into teachers’ professional development, a curriculum, an after-school program and approaching the school board to explore incorporating financial literacy into a school system were discussed.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/06(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Elementary education, Teacher education|
|Keywords:||Advocacy, Financial awareness, Financial literacy, Financial literacy intervention|
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