The saving habits of the citizens of the country contribute to the development of the countries and prevent the waste of national wealth. Teachers are the main element of the education system and people who make great efforts and contributions to the upbringing of children. It is of course an important factor for teachers to provide the right guidance in the education process in order for people to gain good saving habits. The basic level of education not only in saving but also in making the right investment starts at school. When these situations are taken into consideration, the way teachers save, their financial literacy attitudes and behaviours stand out as an issue worth examining. In addition, it would be positive for the literature to know the approaches of teachers regarding cryptocurrency trading, which is a new investment tool today. For this purpose, a questionnaire study was conducted to determine the ways in which teachers save, their financial literacy attitudes and behaviours. In addition, in this study, teachers' approaches to crypto assets were investigated. The presence of problematic (problematic) attitudes among those who make crypto investments has been investigated. The existence of problematic (problematic) behaviours among those who make crypto investments was investigated. At the end of the study, it was determined that teachers see gold as the primary investment instrument (47.6%), and that they save in foreign currency (5.1%), stock exchange (6.5%) and time (7.7%) and demand (11.3%) deposit accounts, except gold. It was determined that they do not see cryptocurrencies as an investment instrument. The first two reasons for not investing in crypto assets are not trusting cryptocurrencies and the idea that cryptocurrency trading is not halal. Among a small number of crypto investors, 2.3% of participants exhibiting problematic cryptocurrency trading behaviour were identified. In addition, it was determined that the financial attitude and behaviour scale total scores of the participants were generally low, and this rate was far from the point of indecision in 12.5% of the participants. Considering these results, it would be appropriate to take steps to improve the financial literacy of teachers.

In addition, ways of obtaining accurate and healthy information about crypto assets should be investigated and teachers should be informed about problematic cryptocurrency trading in order not to exhibit problematic behaviour and not to experience addiction-like problems afterwards.