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The Need for Increased Financial Literacy in Today's High Schools: Principals' Perspectives.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Need for Increased Financial Literacy in Today's High Schools: Principals' Perspectives./
Author:	Fisher, Kody.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	162 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28321167
ISBN:	9798582577065

The Need for Increased Financial Literacy in Today's High Schools: Principals' Perspectives.
Fisher, Kody.

The Need for Increased Financial Literacy in Today's High Schools: Principals' Perspectives. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 162 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--Robert Morris University, 2021.

This item must not be sold to any third party vendors.

In this research study, importance and resistance scores representing secondary school principals’ attitudes towards financial literacy education in Pennsylvania were investigated. An original questionnaire was developed to measure the importance of ten financial topics as well as the importance given to four possible barriers to adding these subjects into curriculum. The ten topics included auto loans, budgeting, credit cards, credit scores, insurance, investing, mortgages, paying taxes, saving for retirement and using bank accounts. The four possible barriers included additional financial cost of resources, distraction from existing curriculum, the time to train educators and the perception that students may be too young for this type of education. Participants completed the questionnaire along with demographics questions using a web-based questionnaire format. Results indicated that participants generally found all the financial topics listed as important to teach their students and also found the possible barriers listed as having little impact on their inclusion in curriculum. Results also indicated no differences in importance and resistance scores based on grade levels, school district size, type of school location or regional district; however, there was a significant difference in resistance scores among schools that required financial courses to graduate compared with schools that did not. Results from this study provide positive principal attitudes towards the inclusion of financial subjects in curriculum. Implications of the findings and future research are discussed.

ISBN: 9798582577065Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

Curriculum

The Need for Increased Financial Literacy in Today's High Schools: Principals' Perspectives.
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500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
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502 $a Thesis (Ph.D.)--Robert Morris University, 2021.
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520 $a In this research study, importance and resistance scores representing secondary school principals’ attitudes towards financial literacy education in Pennsylvania were investigated. An original questionnaire was developed to measure the importance of ten financial topics as well as the importance given to four possible barriers to adding these subjects into curriculum. The ten topics included auto loans, budgeting, credit cards, credit scores, insurance, investing, mortgages, paying taxes, saving for retirement and using bank accounts. The four possible barriers included additional financial cost of resources, distraction from existing curriculum, the time to train educators and the perception that students may be too young for this type of education. Participants completed the questionnaire along with demographics questions using a web-based questionnaire format. Results indicated that participants generally found all the financial topics listed as important to teach their students and also found the possible barriers listed as having little impact on their inclusion in curriculum. Results also indicated no differences in importance and resistance scores based on grade levels, school district size, type of school location or regional district; however, there was a significant difference in resistance scores among schools that required financial courses to graduate compared with schools that did not. Results from this study provide positive principal attitudes towards the inclusion of financial subjects in curriculum. Implications of the findings and future research are discussed.
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