本研究旨在探討花東地區高中職教師的人格特質、理財素養、理財態度與理財行為的路徑關係。首先由文獻分析來探討人格特質、理財素養、理財態度與理財行為等相關之概念、理論與實證關係，之後在理論導引的前提下，建構假設模式。本研究假設教師之「人格特質」對其「理財態度」、「理財素養」與「理財行為」具有直接影響效果；教師之「人格特質」透過「理財素養」與「理財態度」對其「理財行為」具有間接影響效果。本研究之問卷經專家之意見回饋與修正後，採描述統計、差異分析、結構方程模式分析及多群組分析。根據研究結果，獲致研究結論如下：
一、教師之「人格特質」對其「理財素養」呈現顯著的正向效果；教師之「人格特質」對其「理財態度」的影響未能達到顯著的效果，需透過「理財素養」來影響其「理財態度」；教師之「人格特質」對其「理財行為」呈現顯著的正向效果。
二、教師之「理財素養」對其「理財態度」的影響達到顯著的效果；教師之「理財素養」對其「理財行為」的影響未能達到顯著的效果，需透過「理財態度」來影響其「理財行為」。
三、教師之「理財態度」對其「理財行為」有正向的影響效應。教師的理財態度是影響教師理財行為的關鍵因素。若要提高教師的理財參與不僅需要提高教師的理財素養更需要改變他們的態度，因為後兩者能產生中介作用。
在多群組分析中，以性別、實務投資經驗、理財知識的興趣等三個變項，對修正後的模式進行多群組分析，經驗證結果顯示，有實務投資經驗、對理財知識有興趣的教師於「理財態度」對「理財行為」之關係上，其「理財態度」對「理財行為」有更大的影響力。在性別上，則無顯著差異。

This study aims to discuss the path relationship between personality trait, financial literacy, financial attitude and financial behavior of teachers in senior and vocational high schools in Hualien and Taitung. First, literature review is conducted to discuss the concepts of personality trait, financial literacy, financial attitude, financial behavior and other related concepts, theory and their empirical relationship. Then, based on the theoretical guidance, the hypothesis model is constructed. In this study, it is supposed that teachers’ “personality trait” has the direct effect on their “financial attitude”, “financial literacy” and “financial behavior”, and teachers’ “personality trait” has the indirect effect on “financial behavior” through “financial literacy” and “financial attitude”. After this study obtains the expert’s opinion feedback and revision for questionnaire, descriptive statistics, variance analysis, structural equation modeling analysis and simultaneous analysis of several groups are adopted. Based on the study results, the following conclusions are drawn:
1. Teachers’ “personality trait” has the significant positive effect on their “financial literacy”, but teachers’ “personality trait” has no significant effect on their “financial attitude” and it can influence “financial attitude” through “financial literacy”; teachers’ “personality trait” has the significant positive effect on their “financial behavior”.
2. Teachers’ “financial literacy” has the significant effect on their “financial attitude”, but teachers’ “financial literacy” has no significant effect on their “financial behavior”, and it can influence the “financial behavior” through “financial attitude”.
3. Teachers’ “financial attitude” has the positive effect on their “financial behavior”, and teachers’ financial attitude is the key factor influencing their financial behavior. Therefore, for the increase of teachers’ financial participation, not only teachers’ financial literacy is required to be improved, but also their attitude needs changing, as the latter two can have the mediating effect.
In the multiple-group analysis, the multiple-group analysis is carried out for the revised model through 3 variables of gender, practical investment experiment and financial knowledge. The verification results show that as for teachers having practical investment experience and having interest in financial knowledge, their “financial attitude” has the greater effect on “financial behavior” in terms of the relationship between “financial attitude” and “financial behavior”. There is no significant difference in gender.

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