Date of Award

Fall 12-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Workforce and Organizational Development

Committee Director

Michael Kosloski

Committee Member

Michelle Bartlett

Committee Member

Jori Beck

Abstract

Financial literacy has become an important topic in our society. Despite an increased focus in financial literacy education, there is limited research assessing teachers’ ability to teach financial literacy by examining their endorsement area. According to Soroko (2021), research is limited regarding teachers’ beliefs and practices as it relates to financial literacy. As O’Neill and Hensley (2016) indicated, “Teachers cannot teach personal finance well if they do not understand it themselves and/or cannot engage their students” (p. 639). This qualitative multiple case study examined how Economics and Personal Finance teachers perceive their preparedness to teach financial literacy with different endorsements. Fifteen participants representing Business and Information Technology, Family and Consumer Sciences, History and Social Studies, Marketing, and Mathematics endorsement areas submitted their educational transcripts, and participated in a demographic survey and semi-structured interviews. The participants’ responses were analyzed using inductive and pattern coding. Results aided in establishing four themes: (1) Professional Growth through Challenges, (2) Reliance on External Support, (3) Barriers to Preparedness, and (4) Transferable Skills and Adaptability. Findings revealed participants relied heavily on their lived experiences and work experiences to teach financial literacy concepts and skills. A lack of formal academic coursework and limited life experiences created barriers to their preparedness. When gaps existed in their coursework completion and experiences, participants sought support from external sources such as online programs, formal and informal meetings, and professionals in financially related industries. The participants’ self-efficacy enabled them to teach using experiences obtained both in and outside the classroom. Findings from this study can be used to inform teacher education program coursework and professional development at the school district level.

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DOI

10.25777/vm9t-s467

ISBN

9798276040721

ORCID

0000-0002-7894-5499

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