A key issue for teachers working in public secondary schools in Nepal is their confidence in their capability to complete the tasks associated with their professional activities. With this consideration, a study was carried out to explore the factors contributing to Nepali teachers’ self-efficacy. To find out the factors, the study administered the NTSE tool, developed through the e-Delphi technique. A sample of 390 public school teachers was drawn from a population of 3427 teachers in the Kathmandu, Lalitpur, and Bhaktapur districts of Nepal. A cluster sampling technique was used to draw a local government body in each district. The exploratory factor analysis (EFA) was applied using a principal component matrix with varimax rotation. The EFA extraction was further validated by confirmatory factor analysis (CFA). The study found four factors, viz., efficacy in student engagement and efficacy in instructional preparation, which contribute to teachers’ self-efficacy in Nepali public schools. The study helps streamline teachers’ self-efficacy as a key psychological construct in their professional development opportunities, directly impacting students’ academic learning and achievement.

Almost all the people around the world behave with money in daily lives whereas understanding how they behave is important. It is obvious that the education, which can not affect behavior of people, is worthless. Financial literacy also is believed to change financial behavior of individuals. Financial literacy implies two sides, i.e. concept and application of personal finance. The concept consists financial knowledge and basic skill of numeracy and financial decisions; the application consists the financial behavior. The focus of the article is to discuss how the financial literacy contributes financial behavior and thereby financial wellbeing of individuals. For this, the article presents a transmission mechanism of financial knowledge and skill to the financial behavior through a framework. However, there are some contexts, conditions and criterions to transmit the financial knowledge and skill into financial behavior and well-being. Moreover, categorizing the financial behavior of individuals is a significant issue in study of financial literacy. Particularly for the survey research, a new categorization and degree of the financial behavior is presented, which is ranked as good, moderate and weak financial behavior in comparative ways. The study establishes the relevancy of the evaluation criteria of financial behavior and also presents a framework on how the financial educations work contribute in financial behavior.

Teachers are respected as community leaders who help drive society toward social change and development. A strong sense of self-efficacy is critical to maximizing teachers’ professional contributions within and outside a school. Considering the importance of teachers’ self-efficacy and classroom management practices, I review literature that discusses teachers’ classroom management, self-efficacy, and the relationship between the two to explore these constructs theoretically. The findings from the literature show that there is a relationship between teachers’ self-efficacy and classroom management practices. Teachers with higher self-efficacy are more effective in managing a classroom resulting in improved academic achievements of students. By deeply understanding teachers’ self-efficacy and classroom management practices and acknowledging the relationship between these two constructs, school administrators can develop ways to enhance their levels and strengthen this relationship, which may, in turn, bring positive school outcomes such as students' improved academic achievement and behavioral adjustment.

The eco-political perspective of financial literacy examines the interplay of finance, economics, and politics in shaping financial literacy's content, methodologies, and objectives. This paper critically analyzes stereotypes in financial education within both educational and financial sectors, highlighting overlooked aspects of financial literacy theories and practices in Nepal. Adopting a descriptive and analytical approach based on the neo-liberal financialization outlook of the 1970s, the study emphasizes how neo-liberalism has profoundly influenced human lives through money, finance, and banking. The paper identifies two key findings: a) Financial literacy initiatives' content, objectives, intentions, policies, priorities, processes, delivery mechanisms, and expected outcomes are heavily influenced by eco-political perspectives, and b) Non-commercialized financial education policies and curricula from the educational sector, along with autonomy-driven financial policy formulation from financial sector, are relatively appropriate. The paper concludes by rejecting stereotyped, commercialized, and uncritical financial literacy policies and initiatives. It advocates for a new discourse on the eco-political perspective of financial literacy initiatives to enable people to become financially literate and critical citizens.