MODELING FINANCIAL LITERACY AND CAPABILITY FOR TEACHERS' SUFFICIENCY ECONOMY WELL-BEING IN YALA

Jarinrat Vorravongpitak; Chompunuch Sriphong

doi:10.14456/tisr.2026.18

Authors

Jarinrat VORRAVONGPITAK Faculty of Management Science, Yala Rajabhat University, Thailand
Chompunuch SRIPHONG Faculty of Management Science, Yala Rajabhat University, Thailand

DOI:

https://doi.org/10.14456/tisr.2026.18

Keywords:

Financial Well-Being, Sufficiency Economy Philosophy, Financial Literacy, Financial Capability, Structural Equation Modeling

Abstract

This quantitative study examines teachers' financial well-being in Yala Province through the lens of the Sufficiency Economy Philosophy (SEP). The research aimed to compare financial well-being differences by work experience and income and to validate a causal relationship model. The study collected data through questionnaires from 255 teachers and analyzed them using ANOVA and Structural Equation Modeling (SEM). Results indicated that work experience and average monthly income significantly influence teachers' financial well-being. Furthermore, the developed causal model fit the empirical data well. Crucially, financial literacy and financial capability collectively explained 88.40% of the variance in SEP-based financial well-being. Financial literacy exhibited both a significant positive direct effect on financial well-being and a positive indirect effect mediated by financial capability. Financial capability also directly enhanced financial well-being. These findings highlight that systematically improving both financial literacy and practical financial capability is essential for fostering sustainable economic resilience among educators. Ultimately, this validated model provides a strategic framework for educational institutions to design targeted financial development programs for teachers.

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