Financial Literacy Education In Mogadishu: An Exploratory Study Of High School Teachers’ Perceptions, Attitudes, And Practices

Abstract

The objective of the study was to investigate on the financial literacy education in Mogadishu: an exploratory study of high school teachers’ perceptions, attitudes, and practices. The variables for the study included perception, attitude and practice. The study was anchored on the Theory of Planned Behavior. The study adopted the use of explanatory study design. The target population for the study consisted of 120 teaching staff members form 20 high schools in Mogadishu. This study utilized a mixed research approach, integrating both qualitative and quantitative methods within a single study. The researcher looked at the introduction, question kinds, and general structure and organization of the data collection instrument to look for any logical progression or flow of ideas. The researcher also reviewed the language and style of the document, considering the efficiency, consistency, and readability of the study instrument. The researcher not only looked for any hidden biases, stereotypes, or points of view in the text, but also considered how they would influence the study's findings. Structured research questionnaires were employed by the investigator to facilitate the acquisition of primary data from the high school teachers in Mogadishu. To assess the validity of the tools, the researcher used the Content Validity Index. To ensure the reliability of the instruments, an internal validity approach was applied using Cronbach's alpha co-efficient. The Likert scale questionnaires that were offered on Google Forms were utilized to collect primary data for the study. The survey's quantitative data was coded and shown in Excel before analysis. Furthermore, data analysis was conducted using Statistical Packages for Social Sciences, version 26. Content analysis was employed to analyze the qualitative data, which played a crucial role in forming the study's conclusions. The findings from the analysis were then presented using tables that displayed both descriptive and inferential statistics. Analysis of the qualitative data was done through content analysis. The findings showed a correlation (r = 0.759) between financial literacy education and high school teachers’ perceptions, attitudes, and practices. There was a statistically significant association and it was established that attitudes, perception and practices done by the high school teachers affect their financial literacy education. Based on the conclusion that high school teachers' perceptions, attitudes, and practices significantly influence the effectiveness of financial literacy education in Mogadishu, it is recommended that policymakers prioritize the professional development of teachers in this area.