Financial Education and Saving Capacity among Basic Regular Education Teachers in Cusco
DOI:
https://doi.org/10.35622/j.rg.2026.02.002Keywords:
savings, financial capacity, financial education, personal finance, incomeAbstract
In the current context, many teachers face difficulties managing their financial resources, which limits their ability to save and increases their financial vulnerability. This problem reveals gaps in teachers' financial literacy, despite their key role in the economic education of future generations. The objective of this study was to determine the relationship between financial literacy and the ability to save among teachers in regular basic education in Cusco during 2024. A quantitative approach was used, with a non-experimental, cross-sectional, and correlational design. One hundred and two teachers, selected through non-probability sampling, participated and answered a structured questionnaire validated by experts and with high reliability (Cronbach's alpha > 0.80). The results show a significant relationship between financial literacy and the ability to save (ρ = 0.512; p < 0.01), and a moderate correlation with the level of savings (ρ = 0.586; p < 0.01), but no significant relationships were found with income or expenditure. The study concludes that financial literacy strengthens income management, although it does not transform structural conditions. This research provides useful empirical evidence for designing teacher training programs that promote sustainable financial competencies.
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