Browsing by Author "Atukunda, Daisy"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Financial Literacy, personality Capabilities and Financial Well- Being amongt secondary schools teachers in Mbarara city
    (Makerere University Business School, 2024-10-18) Atukunda, Daisy
    This study examines the effect of financial literacy and personality capabilities on the financial well-being of secondary school teachers in Mbarara City. This research aims to determine the extent to which these factors contribute to teachers' financial stability and satisfaction. A quantitative cross-sectional survey design was used to collect data from 212 teachers through selfadministered questionnaires. Correlation and regression analyzes were conducted to examine the relationships between financial literacy, personality capabilities, and financial well-being. Age was included as a control variable in the regression model. The results indicate that both financial literacy (β = 0.516, p < 0.001) and personality capabilities (β = 0.557, p < 0.001) have significant positive effects on financial well-being. The adjusted Rsquare value of 0.268 suggests that approximately 26.8% of the variance in financial well-being is explained by these factors combined. The findings align with existing empirical studies and the Life-Cycle Hypothesis theory, highlighting the importance of financial education and personal management skills in promoting financial health. The study's reliance on self-reported data may introduce biases, and its focus on teachers in Mbarara City limits the generalizability of the findings. Future research should consider objective measures of financial literacy and well-being and expand the scope to include diverse regions and professional groups. Despite these limitations, the study underscores the need for comprehensive financial education programs and personal management skills training for teachers. Such initiatives can significantly enhance their financial stability and overall well-being. This study contributes to the understanding of how financial literacy and personality capabilities jointly influence financial well-being among teachers. It provides evidence-based insights that can inform policies and interventions aimed at improving financial health in the education sector.