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Journals / Doğuş Üniversitesi Dergisi / 2026 / Cilt: 27 Sayı: 1

ASSESSING THE FINANCIAL LITERACY LEVELS OF TEACHERS IN TÜRKİYE

TÜRKİYE’DEKİ ÖĞRETMENLERİN FİNANSAL OKURYAZARLIK DÜZEYLERİNİN DEĞERLENDİRİLMESİ

İbrahim Korkmaz Kahraman(Pamukkale Üniversitesi)0000-0001-5083-3586
Pages
665–680
Publication Date
2026-03-17
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These findings indicate that financial literacy varies according to demographic factors and that financial education programs can help increase this level.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to analyze the current situation by assessing the financial literacy levels of teachers in Türkiye.
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Key Findings & Data:According to the findings, the financial literacy level of teachers in Türkiye (57.56%) was found to be lower than the OECD average.
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Conclusion & Impact:These findings indicate that financial literacy varies according to demographic factors and that financial education programs can help increase this level.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Finansal Okuryazarlık · Finansal Eğitim · Finansal Bilgi

Abstract

This study aims to analyze the current situation by assessing the financial literacy levels of teachers in Türkiye. Within the scope of the research, teachers’ financial literacy levels were determined, and differences based on demographic variables were examined. According to the findings, the financial literacy level of teachers in Türkiye (57.56%) was found to be lower than the OECD average. The research results reveal that the level of financial literacy differs significantly according to demographic variables such as gender, age, marital status, financial education status, income level, institution type, parenthood, and professional experience. Female teachers, those working in the private sector, those who have not received financial education, and teachers in the low-income group were found to have lower levels of financial literacy. Additionally, financial literacy increases with age, with teachers aged 30 and under having the lowest level of financial literacy. However, it was determined that educational status (bachelor’s and master’s degrees) did not have a statistically significant effect on financial literacy levels. These findings indicate that financial literacy varies according to demographic factors and that financial education programs can help increase this level. In conclusion, educational policies aimed at increasing financial literacy should be developed. Thus, increasing the level of financial literacy will contribute not only to the development of individuals but also to that of society.

Özet

Bu çalışma, Türkiye’deki öğretmenlerin finansal okuryazarlık düzeylerini değerlendirerek mevcut durumu analiz etmeyi amaçlamaktadır. Araştırma kapsamında, öğretmenlerin finansal okuryazarlık düzeyleri tespit edilmiş ve demografik değişkenlere göre farklılıkları ortaya konulmuştur. Elde edilen bulgulara göre, Türkiye’de öğretmenlerin finansal okuryazarlık düzeyi (%57.56) OECD ortalamasından düşük bulunmuştur. Araştırma sonuçları, finansal okuryazarlık düzeyinin cinsiyet, yaş, medeni durum, finansal eğitim alıp almama, gelir düzeyi, çalışılan kurum türü, çocuk sahibi olma durumu ve mesleki deneyim gibi demografik değişkenlere göre anlamlı bir şekilde farklılaştığını ortaya koymaktadır. Kadın öğretmenlerin, özel sektörde çalışanların, finansal eğitim almamış olanların ve düşük gelir grubundaki öğretmenlerin finansal okuryazarlık düzeyleri daha düşük bulunmuştur. Ayrıca, yaş almayla birlikte finansal okuryazarlık artarken, 30 yaş ve altı öğretmenler en düşük finansal okuryazarlık düzeyine sahiptir. Bununla birlikte, eğitim durumunun (lisans ve yüksek lisans) finansal okuryazarlık düzeyine istatistiksel olarak anlamlı bir etkisinin bulunmadığı belirlenmiştir. Bu bulgular, finansal okuryazarlığın demografik faktörlere göre değişkenlik gösterdiğini ve finansal eğitim programlarının bu düzeyi artırmaya fayda sağlayacağını göstermektedir. Sonuç olarak, finansal okuryazarlığı artırmaya yönelik eğitim politikaları geliştirilmelidir. Böylece, finansal okuryazarlık düzeyinin artırılması sadece bireylerin değil, toplumun da gelişmesine katkı sağlayacaktır.

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Cite This Article

Kahraman, İ. K. (2026). ASSESSING THE FINANCIAL LITERACY LEVELS OF TEACHERS IN TÜRKİYE. Doğuş Üniversitesi Dergisi, Cilt: 27 Sayı: 1, 665–680. https://doi.org/10.31671/doujournal.1709390

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