본 연구의 목적은 육군 내 금융 교육 현황 파악 및 군인들의 금융 교육 만족도에 대해서 알아보고 육군 내 금융 교육서비스 개선 방향 제시와 군인들의 전역 후 취업 지식 습득에 도움을 주는데 있다. 본 연구를 통해 얻어진 연구 결과를 요약하면 다음과 같다.
첫째, 금융 교육 서비스 품질 요인 중에서 반응성, 공감성, 신뢰성이 군인들의 금융 교육 만족도에 긍정적인 영향을 미치는 변수들로 분석되었다. 둘째, 군인들의 금융 교육 만족도과 취업 지식 간의 관계에서는 금융 교육만족도가 취업 지식 습득에 정(+)적인 영향을 미치는 것으로 나타났다. 셋째, 인구 통계학적 변수 중 계급별로 금융 교육 만족도가 취업 지식 습득에 미치는 차이 정도는 달랐다. 계급별로는 장교 및 장병의 금융 교육 만족도가 취업 지식 습득 정도에 많은 영향을 미치는 것으로 나타났다. 따라서 육군 재정 부대는 각 계급 별로 차별화된 금융교육 서비스 프로그램 개발에 노력을 집중해야 한다. 넷째, 육군 내 여러 계급 군인들 중 특히 장교 및 장병들의 군내 금융 교육 서비스 만족도가 취업 지식 습득에 정의 영향을 미치는 것으로 분석되었다.
본 연구의 시사점은 다음과 같다. 첫째로 향후 육군은 획일적인 금융교육이 아닌 군인들의 연령이나 수준에 맞춰진 금융교육서비스 제공방법에 대한 연구가 필요하며 이는 군인들의 전역 후 취업지식 습득에도 유의한 영향을 미치는 것으로 밝혀졌다. 둘째, 육군이 제공하는 금융 교육서비스는 취업 지식 습득에 직접적으로 영향을 준다. 따라서 육군 내 재정 부대들은 맞춤식 금융교육서비스 제공하여 군인들의 금융 교육 만족도와 금융 관련 취업 교육 프로그램 개발에 적극 매진해야 한다. 셋째, 각 부대의 금융교육서비스를 주관하는 재정병과 간부들은 다양하고 폭 넓은 지식을 장병들에게 제공해야 한다. 이를 위해 재정 부대는 다양한 금융 교재 개발과 폭넓은 금융교육서비스 제공을 위해 노력해야 한다. 넷째, 육군 재정부대는 금융 교육 만족도가 취업 지식 습득에 도움을 주므로 전국 많은 부대들에게 더 많은 금융 교육 서비스를 제공하여 군인들의 전역 후 취업 및 진로에 도움을 주어야 한다. 다섯째, 육군 재정부대는 각 군인 개인의 특성에 맞는 맞춤식 교육 프로그램개발에 매진해야한다.
For the implementation of satisfactory financial education services to army soldiers, the military need to provide a variety of educational services that can meet the soldiers’ needs, and to make continued efforts to improve service quality. For the higher the level of service quality perceived by soldiers, the higher their satisfaction and the performance of financial education services. The purpose of this study is to look into the quality level and satisfaction degree of financial education services currently implemented by the army; and to suggest the future directions of financial education services.
The findings of this study may be summarized as follows: First, as for variables that influence soldiers’ satisfaction, it was found that responsiveness, empathy and reliability, among service quality factors, had effects on their satisfaction. Among customer expectation factors, it was found that individual needs and word-of-mouth were variables that had effects on the soldiers’ satisfaction. It was shown that the higher the individual needs and the word-of-mouth, the higher the soldiers’ satisfaction. Second, the examination of the effects of soldiers’ satisfaction on service performance showed that the soldiers’ satisfaction had positive(+) effects on the service performance. That is, it was found that the higher the soldiers’ satisfaction, the higher the service performance, which indicates that the relatively higher responsiveness, sympathy, and reliability can enhance service performance. Third, it was found that service performance became higher in case that their military service unit is battalion and below. Therefore, it may be said that efforts to focus the financial education services on units of battalion and below should be made for the maximization of service performance.
The limitations of this study are as follows: First, there is a limitation in sample size. The number of 341 people in one military unit was used to answer the study questionnaire. The sample of 341 cannot represent the whole military personnel. Therefore, the sample size should be bigger for further research. Second, there is a limitation in the questionnaire items. The SERVQUAL model was applied to the study with very limited modification. Thus, characteristics of the military financial education service could be only partially reflected in this study. Third, the basic data for study assumptions and empirical study were collected only by using questionnaires. Thus, it is hard to say that the data were objective enough. This study has a general limitation shared by most questionnaire study designs. forth, for better study results, more diverse areas should have been compared including the overall financial education service environment in the military and quality of the lecturers. There was a realistic limitation in carrying out such comparisons due to the nature of the military. The future directions of studies are suggested as follows: First, it is necessary to study methods for providing financial education services tailored to soldiers’ ages or levels. Second, it is necessary to study methods with which financial education services offered can lead more easily to service performance (changes in soldiers’ behavior toward finance or asset management). Particularly, methods for providing customized financial education services are urgently needed in terms of time utilization, and the like.
Finally, it is hoped that hard work from soldiers of the finance branch who are in charge of financial education services in every unit will be widely known; and that financial education services leading to high performance will be provided through a variety of unconventional methods, lest their hard work come to nothing.