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An Empirical Investigation between Financial Literacy, Financial Technology and Financial Behaviour of High School Teachers in an Emerging Economy

In: Embracing Technological Agility in Accounting and Business – Vol. 3

Author

Listed:
  • Nkosinathi Prince Jali

    (Cape Peninsula University of Technology)

  • Tanya Felicia Thompson

    (Mangosuthu University of Technology)

Abstract

The purpose of this study was to examine the impact of financial literacy and financial technology on high school teachers’ financial behaviour in a developing country. The use of financial technology comes with widely documented advantages; however, the increasing diversity of financial technology products available is found to have confused many users in emerging economies. The availability of information has made it easier for people to make irresponsible financial decisions, which have resulted in higher levels of debt. While teachers play a meaningful role in financial literacy education, research points out they still need to undergo financial literacy education themselves in order to improve their financial management expertise, more so in the digital era. A scientific questionnaire was distributed to 246 high school teachers who were chosen on a probability basis using systematic random sampling. The research data were subject to correlation analysis. The results show that high school teachers have a good grasp of financial technology, and they possess strong financial literacy skills. The correlation analysis indicated that financial literacy skills are the most important attribute influencing the financial behaviour of high school teachers.

Suggested Citation

  • Nkosinathi Prince Jali & Tanya Felicia Thompson, 2026. "An Empirical Investigation between Financial Literacy, Financial Technology and Financial Behaviour of High School Teachers in an Emerging Economy," Springer Proceedings in Business and Economics, in: Tankiso Moloi (ed.), Embracing Technological Agility in Accounting and Business – Vol. 3, pages 387-400, Springer.
    • Handle: RePEc:spr:prbchp:978-3-032-13388-5_26
    DOI: 10.1007/978-3-032-13388-5_26
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