A Behavioural Analysis of Investment Awareness and Attitude Among University Teachers in Haryana

Abstract

This study investigates the behavioural dynamics of investment awareness and attitude among university teachers in Haryana, India. With growing emphasis on financial literacy in salaried sectors, especially academia, understanding educators' investment behaviour is vital. Drawing data from 150 respondents across four districts, the study employed a descriptive-analytical approach using structured questionnaires and SPSS-based analysis. Findings revealed that over 70% of university teachers demonstrated moderate to very high investment awareness and positive attitudes towards saving and investing. Although awareness increased with age and designation, attitudes remained uniformly positive across demographics such as gender and income. A detailed demographic analysis was conducted to examine variations in investment behaviour based on age, gender, income, and designation. The findings showed that while awareness levels differed across age groups, investment attitude remained consistently strong across all segments. These findings challenge the assumption that academic qualification automatically ensures financial literacy. The study provides empirical support for the behavioural readiness of educators to engage in investment, while also highlighting key gaps in product-specific knowledge. The study holds practical relevance for policymakers, financial institutions, and curriculum designers seeking to enhance investment participation in the academic community.