Browsing by Author "Nuwagaba, Justine"

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    Financial Literacy, Access to Finance and Financial Wellbeing of Secondary School Teachers in Kampala Capital City.
    (2023) Nuwagaba, Justine
    The study aimed to establish the contribution of financial literacy and access to finance on the FWB of secondary school teachers of Kampala Capital City, Uganda. The research agenda adopted a cross-sectional research design and a quantitative research approach. The target population was 5,031 teachers of the secondary schools in Kampala Capital City, Uganda, using convenient sampling and Krejcie and Morgan's (1970) table to select 357 teachers. Data was collected using an online self-administered questionnaire from 307 respondents giving a response rate of 86%. The findings revealed a moderately significant positive correlation between financial literacy and FWB (r =.548**, p<0.01, financial literacy and access to finance (r = .503**, p<0.01), and a strong significant positive correlation between access to finance and FWB (r = .677**, p<0.01). Access to finance partially mediated the relationship between financial literacy and FWB since the effect strength of FL decreased from (r= .548, p <0.01) to (r= .277, P<0.01). It was found out that financial literacy and access to finance predicts financial well-being. The research limitations were embedded in a cross-sectional research design that the researcher adopted, which ignored the longitudinal study approach. Besides, the sample was selected from secondary school teachers, in Kampala Capital City, leaving out other districts in Uganda. The practical implication is an appeal to the government, policymakers, and heads of schools to consider including financial literacy in teachers' training curriculum to widen their exposure to financial matters and diversified mechanisms of increasing returns on borrowed money and investments, and making access to finance more affordable, which will continuously enhance their financial well-being. The uniqueness of this dissertation was its ability to complement the existing literature by analyzing financial literacy and access to finance from the perspective of teachers’ financial well-being. It examined whether improving financial literacy can increase access to finance and improve teachers’ financial well-being. Also, it was the first to explore the mediating role of access to finance in the relationship between financial literacy and the financial well-being of teachers in secondary schools in Kampala Capital City, Uganda. Lastly, the study differs from other models because it focused on an individual’s financial well-being.