It is widely acknowledged in the literature of household economics that economic behavior will have a strong influence on work efficiency, and the degree of influence would vary from profession to profession and over the time. Economic attitudes are generally explained by the consumption patterns, savings and investments. Attitude of teachers towards consumption, saving and investment would reflect their economic behavior, which would influence their profession, and in turn on the education system. Human Resource Development perspective focuses on many ways in which consumption of goods and services affect people's life. From such perspective, consumption is a means to human development. Its significance lies in enlarging people's capabilities to live long and live well. Consumption opens opportunities without which a person would be left in human poverty. Research in the aspect of important stakeholder assumes significance in the field of educational reforms. Against this backdrop, this study focuses on the consumption behavioral patterns of primary, high school, college and university teachers in Udupi District of Karnataka. The main purpose of this study is to diagnose the attitude and behavior of teachers towards consumption, and to understand the resultant economic behavior and its implications.

Among the different factors influencing the quality of education and its contribution to national development, the quality, competence and character of teachers are undoubtedly the most significant. The most important factor in educational reconstruction is the teacher. Teacher's personal qualities, educational qualification, professional training and the place that he/she occupies in the school or college as well as in the community plays a significant role in the development of education system. The reputation of a school or a college and its influence on the life of the community invariably depend on the kind of teachers working in it.

The competency of a teacher is a major determinant of the quality of education. Teacher's professional advancement is decided by many factors. One of the main factors which strongly influence professional competency of teachers is the quality of life. The quality of one's life is closely linked to the level or standard of living. The presence or absence of certain material items, such as home, cars, jewelry is commonly associated with standard of life. The ability to spend money for entertainment, health, education, variety in life, art, music and travel also contribute to the standard of life. Large expensive or fancy items are viewed as evidence of high standard of living (Gitman, 1981). Standard of living of an individual depends mainly on the level of consumption, saving and investment.

Thus, attitude of teachers towards consumption, savings and investment would reflect their economic behavior, which would influence their profession, and in turn on the education system. Human development perspective focuses on many ways in which consumption of goods and services affect people's life. From such perspective, consumption is a means to human development. Its significance lies in enlarging people's capabilities to live long and live well. Consumption opens opportunities without which a person would be left in human poverty. Research in this aspect of important stakeholder in education system assumes significance in the field of educational reform. Against this backdrop, this research paper focuses on the consumption behavioral patterns of primary, high school, college and university teachers in Udupi District of Karnataka.

Behavioral Finance Journal, Teaching Community, Human Resource Development, Educational Reforms, Socioeconomic Implications, Behavioral Patterns, Multiple Regression Analysis, Consumption Patterns, Consumption Theories, Cultural Patterns, Consumption Behavior.