| Summary: | 碩士 === 義守大學 === 資訊管理學系碩士班 === 99 === In response to low interest rates and an aging population era, people’s needs for wealth management, whether they are planning to study abroad, deposit children education fund, or get prepared for retirement, are required financial literacy to achieve.
This study is based on primary school teachers in Kaohsiung as the research objects, issuing a total of 700 questionnaires, 587 valid questionnaires. By analyzing their current financial behaviors, the research is about to explore their financial literacy, financial behaviors and financial planning factors.
Therefore, the variables of this study are as following: population characteristics, wealth management cognition, behavior management and wealth management financial planning. And the questionnaire survey, and statistical test are utilized to analyze the results, which are showed as follows:
First, elementary school teachers focus on the investment in financial institutions and insurance deposits. Annual rate of return is up to 5 to 10%. 75.4% of the respondents have other investments, except for financial institutions and insurance, and most of them gain an amount of profits.
Second, the elementary school teachers who want to start investing are mostly at the age of 41 to 50 years old. They set a monthly investment from 10,001 to 20,000 maximum. Wealth management planning is long-term investment based. They want to continue putting investment in financial institutions and insurance, but half of the interviewed teachers point that healthcare expenditure decreases the quality of the retired life.
Third, the elementary school teachers’ wealth management knowledge, wealth management and wealth management planning behavior vary with gender, age, marital status, teaching years, personal monthly income, personal monthly expenses and family monthly income.
Fourth, the knowledge of elementary school teachers will be influenced by the wealth management, the purpose of financial planning, investment tools and the annual rate of return. Besides, their knowledge also shows differences with the ideal retired age, retirement income, the age to start investing, the monthly amount of investment, the wealth management projects and tools.
Fifth, elementary school teachers’ wealth management planning will vary with five investment wealth management behaviors.
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