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İLKÖĞRETİM MATEMATİK ÖĞRETMENLERİ VE İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİ

Year 2024, Volume: 23 Issue: 91, 1102 - 1130, 25.07.2024
https://doi.org/10.17755/esosder.1437814

Abstract

Bu araştırmada, ilköğretim matematik öğretmeni adaylarının ve ilköğretim matematik öğretmenlerinin finansal okuryazarlık düzeylerinin cinsiyet, yaş, yaşam düzeni, sınıf düzeyi, medeni durum ve aylık ortalama gelir değişkenlerine göre nasıl farklılaştığının ortaya konulması amaçlanmıştır. Bu amaç doğrultusunda, Türkiye’nin güneydoğu bölgesinde görev yapan 81 ilköğretim matematik öğretmenine ve 141 ilköğretim matematik öğretmenin adayına finansal okuryazarlık anketi uygulanmıştır. Araştırmanın sonuçlarına göre öğretmenlerin finansal okuryazarlıkları; yaşam düzeni, medeni durumlarına göre farklılaşmazken, yaş ve ortalama aylık gelir aralıklarına göre farklılaşmıştır. Genel olarak finansal durumdan duyulan memnuniyet düzeyinin ise; erkekler arasında, evliler lehine, orta yaş grubundaki öğretmenlerde ve yüksek aylık ortalama gelire sahip olanlar arasında yüksek olduğunu göstermiştir. İlköğretim matematik öğretmeni adaylarının finansal okuryazarlık düzeylerinin ise, sınıf seviyesine göre farklılaştığı gözlemlenirken, cinsiyet, yaşam düzeni veya aylık ortalama gelir aralığına göre ayrışmadığı bulgulanmıştır. İlköğretim matematik öğretmeni adaylarının finansal durumlarından duydukları memnuniyetin cinsiyete, sınıf seviyesine, yaşam düzenine veya ortalama gelir düzeyine göre farklılaşmadığı gözlemlenmiştir.

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Year 2024, Volume: 23 Issue: 91, 1102 - 1130, 25.07.2024
https://doi.org/10.17755/esosder.1437814

Abstract

References

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  • Er, T. (2019). Sosyal bilgiler öğretmen adaylarının finansal okuryazarlık düzeylerinin incelenmesi [Yayımlanmamış Yüksek Lisans Tezi]. Niğde Ömer Halisdemir Üniversitesi.
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  • G20. (2013). Advancing National Strategies for Financial Education. St. Petersburg, Russian Federation: OECD.
  • G20. (2022). Report on navigating the storm: MSMEs’ financial and digital competencies in COVID-19 times. Rome: OECD.
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  • Grohmann, A., Hübler, O., Kouwenberg, R., & Menkhoff, L. (2021). Financial literacy: Thai middle-class women do not lag behind. Journal of Behavioral and Experimental Finance, 31, 100537. https://doi.org/10.1016/j.jbef.2021.100537.
  • Gutter, M. S., Copur, Z., & Garrison, S. (2016). Do the financial behaviours of college students vary by their state’s financial education policies? In C. Aprea, E. Wuttke, & K. Breuer (Eds.), International Handbook of Financial Literacy (ss. 213-247) . Springer, Singapore.
  • Güvenç, H. (2017). Öğretim programlarımızda finansal okuryazarlık. Elementary Education Online, 16(3), 935-948. https://doi.org/10.17051/ilkonline.2017.330233.
  • Hair, J.F. (2011). Multivariate Data Analysis: An Overview. Içinde Lovric, M. (Eds.), International Encyclopedia of Statistical Science (ss. 904-907). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04898-2_395. Heath, J. A. (1989). An econometric model of the role of gender in economic education. The American Economic Review, 79(2), 226-230.
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Details

Primary Language Turkish
Subjects Curriculum and Instration (Other)
Journal Section Research Article
Authors

Ozan Esendemir 0000-0002-8436-0948

Early Pub Date July 14, 2024
Publication Date July 25, 2024
Submission Date February 15, 2024
Acceptance Date April 6, 2024
Published in Issue Year 2024 Volume: 23 Issue: 91

Cite

APA Esendemir, O. (2024). İLKÖĞRETİM MATEMATİK ÖĞRETMENLERİ VE İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ FİNANSAL OKURYAZARLIK DÜZEYLERİ. Elektronik Sosyal Bilimler Dergisi, 23(91), 1102-1130. https://doi.org/10.17755/esosder.1437814

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