Program
Teaching M.A.
Number of Pages
62
Year Approved
2025
First Advisor
Molly Wickam
Second Reader
Eric Roesler
Abstract
Many states have adopted high school personal finance graduation course requirements to address the lack of financial literacy in the United States. The purpose of this thesis is to examine the role of teachers’ backgrounds, confidence, and preparedness in delivering effective personal finance education. Literature reveals a significant financial knowledge gap among secondary teachers, paralleling the financial illiteracy of American adults. This gap contributes to low teacher self-efficacy in providing financial education and negatively impacts student financial knowledge, skills and behaviors. High-quality education for teachers strengthens content knowledge, increases confidence to teach financial literacy, and encourages positive student future financial behavior. Personal finance preparation for teachers could consist of postsecondary elective courses, financial coursework in teacher preparation programs, and/or teacher workshops. By investing in teacher preparedness, schools can equip all students with the knowledge and skills to make confident, informed financial decisions.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Osborn, A. M. (2025). Teaching Financial Literacy: How Educator Background, Confidence and Preparedness Shape Student Financial Behavior [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1209
Terms of Use and License Information
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