個人的理財態度與理財行為有無影響理財滿意度，為此推動理財教育者和理財實務工作者須有一套系統化的理論架構，以深入瞭解從事理財者的行為與態度之關係，並給予適切地理財知識與金融訊息。本研究依據Shim、Xiao、Barber與Lyons（2009）所建構的理財福祉模型，建構一套屬於高中教師的理財態度、理財行為與理財滿意度三者關係的模型，並以問卷調查收集資料加以實徵。
　　經本研究驗證，高中教師的理財滿意度確實如Shim等人(2009)的主張，理財態度與理財行為對理財滿意度具有影響力，並以性別、教育程度、修習理財課程多寡與城鄉差異等背景因素分析對理財態度、理財行為與理財滿意度的影響。
研究結果發現理財態度四個觀察指標，以「安全性」與「自律性」二個觀察變數較佳；理財行為的觀察指標，以「財務規劃」、「儲蓄投資」、「收支平衡」與「信用借貸」較佳。相對地高中教師在「保險與風險」變數的效果量不大，可見理財態度與理財行為的表現呈現出對稱性。
於SEM路徑關係上，理財態度對理財行為具有直接正向效果，理財態度可解釋理財行為高達82%；理財行為對理財滿意度亦具有直接正向效果，其解釋力高達近60%，；而理財態度對理財滿意度的影響力是透過理財行為的實踐，其間接效果為近50%，理財行為對理財滿意度的影響是最直接也最大的。

In order to find whether financial satisfaction is affected by an individual's attitude to financial management and his/her financial management behavior, a theoretical framework system is needed for the educators in financial management and the financial management practitioners to better understand the relationship between the behavior and attitudes of those engaged in financial management, as well as to providing appropriate financial management knowledge and financial information. This study used the Conceptual Model of Financial Well-being developed by Shim, Xiao, Barber and Lyons (2009) to construct a three-way relational model covering the attitudes, behavior, and satisfaction with financial management of senior high school teachers. The study used questionnaires to gather data for empirical analysis..
　　The findings of this study confirmed that the satisfaction level of financial management among senior high school teachers was consistent with Shim et al (2009)that financial satisfaction is impacted by both . Findings of this study also revealed that through analysis of background factors, gender, education level, the number of financial management courses taken, and discrepancies between urban and country areas impact attitudes, behavior, and satisfaction with financial management.
The results of this study revealed that out of four observational indices for attitudes to financial management, the variables of "safety" and "autonomy" were significant; for financial management behavior, the variables of "financial planning", "savings and investments", "break-even" and "credit loans" were significant. On the other hand, the effectiveness of the "insurance and risk" variable for the senior high school teachers was not significant indicating a symmetrical relation between attitudes to financial management and financial behavior.
According to SEM path analysis, attitudes to financial management have a direct and positive effect on financial management behavior, with 82% of the financial behavior being explainable by the attitudes in financial management Financial management behavior also has a direct and positive effect on satisfaction with financial management, with an explanatory effectiveness reaching 60%. Furthermore, the impact of attitudes to financial management on satisfaction with financial management was achieved through the practice of financial management behavior, with an effectiveness of 50%. Financial management behavior bears the most direct impact on satisfaction with financial management

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