Retirement Planning Process and Aging Anxiety in Turkish High School Teachers

Abstract

This study examines the relationship between Turkish high school teachers’ retirement planning and aging anxiety. Retirement planning is defined as preparing for financial, lifestyle, psychosocial, and health aspects. Data were collected from 500 participants aged 50+ using the Retirement Planning Process and Relational Aging Anxiety scales. Analysis included analysis of variance, t-tests, Pearson Correlation, and Linear Regression. Results highlight two key factors: collective affinity for older people and relational aging anxiety. A significant positive relationship exists between retirement planning and collective affinity. Findings indicate that married individuals plan more; women prioritize health planning but experience higher relational anxiety than men. Additionally, increased seniority correlates with higher planning tendencies. Personal aging anxiety also significantly relates to financial, lifestyle, and health planning. In conclusion, holistic retirement training with a relational anxiety component for women is recommended. Increasing intergenerational contact could further facilitate planning and reduce anxiety.

Keywords

retirement planning aging anxiety older adults social work

Introduction

Retirement can be broadly defined as a phenomenon that occurs in societies undergoing modernization and urbanization, where individuals who have been employed under a specific employment contract and have continued their working life reach a certain chronological age and complete a certain number of years and days of work, thereby earning the right to leave the working life. When individuals transition into retirement, they not only leave their working life but also distance themselves from the social circles they have acquired during their career journey (Aktin, 2020). Factors such as abandoning their active status in working life and giving up their professional identity cause individuals to begin experiencing these changes in their social relationships and social status (Mutlu, 2024, p. 76), leading to changes in their personal identity. As a result, retirement requires replanning social roles, reshaping life goals, and making decisions about how to spend free time. Due to the socioeconomic and psychological conditions brought about by retirement, many retired individuals experience negative feelings such as loss of self-confidence, inadequacy, and uselessness (Akdemir et al., 2007). Hence, retirement not only as a period involving certain economic changes and losses, but also it is as a period involving multidimensional changes, gains, and losses in one's life.

Multidimensional in nature, aging anxiety can be described as the chronic and persistent state of worry that individuals experience about the negative aspects or threats associated with the aging process (Lasher & Faulkender, 1993). In this context, the constituents of aging anxiety are fear of old age, psychological concerns related to aging, concerns about physical appearance during aging, and fear of loss arising from the aging process. The anxiety about aging experienced by individuals arises mainly as a result of the possibility of experiencing loss in every sense related to aging and the uncertainties associated with later life (Lynch, 2000). Individuals with aging anxiety tend to feel constant concern about the aging process, even if they are healthy and adequate in physical, economic, and other dimensions. Factors contributing to this state of anxiety in individual include changes in their physically vibrant and energetic appearance, the thought of continuing life in a dependent state in their later years, an unprepared retirement period, illnesses, and a decline in social relationships, among others (RxList, 2022). Yang and Ge (2025) have summarized current studies and concluded that negative attitudes toward aging are detrimental to mental functioning and subjective well-being of older people. Further, aging anxiety may bring about fears of dying and mental illnesses. Additionally, they highlight the social nature of aging anxiety, stating if unnoticed, it may become a social issue. Aging anxiety may increase fear of loss, negative feelings about dependence, and physical deterioration. All these can hinder or accelerate taking action for retirement planning in the dimensions of financial, lifestyle, psychosocial and health planning.

The retirement period, which constitutes approximately one-third of a person's total lifespan, and sometimes even more, should no longer be seen as the end of life, nor should it be left to chance (Zelinski, 2004). It is important for individuals who are about to retire and their families to make the necessary plans in advance for this period so that they can lead a more active, happy, and healthy retirement life (Günay, 2006). The main goal in retirement planning is to reveal the new meanings attached to retirement and the transition to retirement. Including the preparations for the best courses of actions in terms of finances, lifestyle, psychosocial aspects and health, retirement planning process aims to raise awareness among individuals and necessitate lifestyle changes that new retirees will face and will create appropriate attitudes and planning tendencies to adapt to these changes (Bačová et al., 2023). Functional planning for retirement contributes to a quality lifestyle and helps meet hidden needs that are fulfilled in working life, such as structuring time, social interactions, the habit of being part of a team, and productivity (Adams & Rau, 2011). Studies conducted in different parts of the world unsurprisingly reveal that individuals who can choose their retirement time and have made retirement plans experience adaptation, develop positive attitudes, and feel satisfaction regarding their retirement period. Research suggests that retirement planning is important for high school teachers working in Turkey due to a number of reasons (Baltacı Şahin & Selvitopu, 2012; Erkal, 2024; İpek, 2017). Firstly, the teachers working in high schools in Turkey regard retirement “an end,” “physical and mental exhaustion,” which may lead to negative attitudes and feelings and decrease their psychosocial functionality. Secondly, they highlight that adaptation to retirement would be hard. Because they do not have any planning and have not analyzed what could be done during the retirement period in terms of finances, lifestyle, mental and emotional well-being and physical health, they face uncertainty, and thus the perception of hardship. Finally, most of the teachers investigated explained their expectations rather than plans for retirement period, which indicates the high school teachers are in need of guidance for retirement planning. However, there is little current research into the retirement planning process of the high school teachers in Turkey. Further, previous studies have shown that there is no valid retirement planning program for high school teachers (Baltacı Şahin & Selvitopu, 2012; Erkal, 2024). Accordingly, it is necessary to describe and identify the details of the existing perceptions and concerns of high school teachers about retirement period and retirement planning.

Attitudes toward retirement planning and aging anxiety could be related to such demographic variables as marital status, chronic disease, seniority, income, gender, educational attainment (Barrett & Toothman, 2018; Cooney et al., 2019; Kim et al., 2025; Murari et al., 2021; Suh & Choi, 2013; Vivel-Búa et al., 2019; Yang & Ge, 2025). These variables may be influential in the high school teachers in Turkish cultural context and worth investigating. Therefore, this study aims to examine the relationship between retirement planning processes and aging anxiety among teachers aged 50 and over working in official Anatolian High Schools in Ankara. The research questions are as follows:

⁠Is there a statistically significant relationship between teachers’ retirement planning process behaviors and aging anxiety?

⁠Do teachers’ retirement planning process behaviors differ according to gender, age, marital status, educational attainment, income, chronic illness status, and seniority?

⁠Do teachers’ aging anxiety differ according to gender, age, marital status, educational attainment, income, and chronic illness status variables?

⁠Is there a statistically significant difference in retirement planning behaviors among teachers who agree with the view that “Retirement Preparation Training should be given” and who disagree?

Material and Method

This study has investigated the relationship between the retirement planning process (Main Variable 1) and aging anxiety (Main Variable 2) among high school teachers in Ankara in terms of demographic variables (gender, age, marital status, educational attainment, income, chronic illness status, and seniority). A quantitative research method, the cross-sectional and correlational survey design has been employed because the study focused on determining the existence or degree of change between more than two variables (Büyüköztürk et al., 2016). Secondly, this design has facilitated data analysis because we have collected data using existing valid and reliable scales including the subdimensions of retirement planning (finance, lifestyle, psychosocial, health) and aging anxiety (relational aging anxiety, collective affinity for older people, personal aging anxiety).

Sample

Schools affiliated with the Ministry of National Education are divided into public and private schools. The population of the study consists of teachers aged 50 and over who are actively working in public Anatolian high schools affiliated with the Ministry of National Education in the districts of Altındağ, Çankaya, Yenimahalle, Keçiören, Etimesgut, Sincan, Pursaklar, Mamak, and Gölbaşı in Ankara. The reason why Anatolian high schools were chosen was three-fold: the first was that teachers of 50 and over years of age were more likely to be working in Anatolian high schools because of their seniority; the second was that the permission procedure was easier for this type schools; the third was about accessibility. Observations made at the schools visited during the data collection process and information obtained from school administrations revealed that the population consisted of approximately 5,000 individuals.

Stratified sampling was used in the research. In stratified sampling, the research population is divided into homogeneous subgroups based on variables expected to influence the research problem, and units to be included in the sample are selected randomly from these subgroups (Gürbüz & Şahin, 2018, p.136). In the sample selection, the subgroups were initially determined as districts, and 73 of the 142 Anatolian high schools were selected proportionally, taking into account the number of schools in each district. In the second stage, participants were determined by simple random sampling from among teachers aged 50 and over working in these selected schools. Out of approximately 5,000 teachers, minimum 357 participants were calculated at 95% confidence level with 5% margin error to be selected as a representative sample. During data collection in the field 500 participants were reached and included in the study (Table 1).

Table 1.

Distribution of Official Anatolian High Schools in the Central Districts of Ankara by District and Numbers Related to Data Collection.

Districts	Data Collection Date	Total Number of Schools	Number of Schools Granted Data Collection Permission	Number of Schools Where Data Was Collected	Number of Data Points Collected
Altındağ	October 1, 2024	11	6	5	41
Çankaya	October 1, 2024	36	18	12	150
Yenimahalle	October 1, 2024	18	9	6	66
Keçiören	October 1, 2024	22	11	6	55
Etimesgut	October 1, 2024	12	6	6	50
Sincan	October 1, 2024	14	7	4	55
Pursaklar	October 1, 2024	4	3	2	14
Mamak	October 1, 2024	19	10	6	47
Gölbaşı	October 1, 2024	6	3	3	22
Total	October 1, 2024	142	73	50	500

Data Collection and Measurement

The data for the study were collected through face-to-face model, using the Personal Information Form, the Retirement Planning Process Scale, and the Relational Aging Anxiety Scale between December 2024 and February 2025. The researchers obtained the necessary permissions to use the data collection tools used in the data collection process.

The Personal Information Form consisted of information about demographic variables (age, gender, marital status, income, chronic disease status, educational attainment, seniority, the district where the school is located, whether or not they have a plan for retirement, their attitude towards “retirement preparation training,” and whether or not they are enrolled in an individual retirement system).

The Retirement Planning Process Scale was developed by Noone et al. (2010). It was adapted to Turkish language by Günay (2013) after conducting cultural validity and reliability studies. The Retirement Planning Process Scale consists of 48 items and four subdimensions. The subscales and Cronbach's alpha values were found to be Financial Planning Process 0.71, Lifestyle Planning Process 0.61, Psychosocial Planning Process 0.72, and Health Planning Process 0.50, respectively. The Cronbach's alpha value for all items of the scale was calculated as 0.84. This scale was chosen because it has the necessary factors (Financial planning, lifestyle planning, psychosocial planning and health planning) and is culturally adapted to Turkish with a high level of reliability.

The Relational Aging Anxiety Scale was developed by Gendron et al. (2020). It was adapted to Turkish language by Çay et al. (2023) after conducting cultural validity and reliability studies. The Relational Aging Anxiety Scale consists of 16 items and three subscales. The subscales and Cronbach's alpha values were found to be Personal Aging Anxiety 0.69, Collective Affinity for Older People 0.88, and Relational Aging Anxiety 0.77, respectively. The Cronbach's alpha value for all items of the scale is 0.90. This scale was chosen because it has the necessary factors (Relational Aging Anxiety, Collective Affinity for Older People, Personal Aging Anxiety) and is culturally adapted to Turkish with a high level of reliability.

Ethical Considerations

The ethical committee approval for the study was obtained from the [institution name blinded for review] with approval code *******. Permission was obtained from the National Ministry of Education with the code number ****** and dated ******. After informing the participants about confidentiality and possible risks for them, written informed consent was obtained from each of the participants taking part in the study.

Data Analysis

The analysis of data obtained through the questionnaire was performed using the Statistical Program for Social Sciences (SPSS 26.0 for Windows) software package. First, normality tests were applied to the Retirement Planning Process Scale and the Relational Aging Anxiety Scale. The results showed that data were normally distributed.

In the analysis of the data, the relationships between variables were determined using correlation analysis to find out whether there is any significant relationship between variables; an independent samples t-test was applied for dichotomous variables such as gender, and chronic illness, while a one-way analysis of variance was applied for variables consisting of three or more groups, such as age, marital status, educational status, income level, and professional experience. Further, multiple regression analysis was used to model the effect of the independent variables (relational aging anxiety, collective affinity for older people, personal aging anxiety) on the dependent variables (retirement planning process and its subdimensions). The significance level was set at 0.05.

Results

Demographic Characteristics

An overview of the demographic characteristics of the participants are presented in Table 2.

Table 2.

Demographic Characteristics of Participants (n = 500).

Variable	Groups	N	%
Age	55 years old and under	329	65.8
	56–58	92	18.4
	59 years old and older	79	15.8
Gender	Female	288	57.7
	Male	211	42.3
Marital status	Married	374	74.9
	Never married	34	6.8
	Spouse deceased	16	3.2
	Divorced	72	14.4
	Married but living separately	4	0.7
Educational attainment	Associate degree	5	1.0
	Bachelor	399	80.4
	Master's degree	87	17.5
	Doctorate	5	1.0
Monthly net income	40,000–44,999 TL	7	1.4
	45,000–49,999 TL	72	14.4
	50,000–54,999 TL	189	37.9
	55,000–59,999 TL	120	24.0
	60,000–64,999 TL	77	15.4
	65,000 TL and over	34	6.8
Seniority	15–19 years	4	0.8
	20–24 years	43	8.6
	25–29 years	202	40.5
	30–34 years	178	35.7
	35–39 years	60	12.0
	40–44 years	12	2.4
Retirement plan status	Yes	266	53.4
	No	232	46.6
Topics covered in the plan^a	Health status	41	8.2
	Social activities	202	40.4
	Professional (starting/establishing a new job)	57	11.4
	Leisure activities	163	32.6
	New educational goals	69	13.8
Opinion on training for retirement planning	Yes	242	50.2
	No	183	38.0
	I don’t now	57	11.8
Opinion on education timing	1–3 years ago	194	78.9
	4–6 years ago	28	11.4
	7–9 years ago	8	3.3
	10 years and more	16	6.5

Note. ^a Percentages sum to more than 100% because participants could select multiple responses.

Correlation Analysis Results

Correlation analysis produced the following results. The first was about gender. A statistically significant difference by gender was found in terms of the health planning (t = 2.968, p = .003) and the relational aging anxiety (t = 2.242, p = .025). Women tend to engage in more health planning related to retirement than men, while experiencing a higher level of relational aging anxiety than men.

Another statistically significant difference was between marital status and the retirement planning process (F = 4.433, p = .004). Married teachers were more inclined to plan for retirement than divorced or never-married teachers, and this tendency was directed towards the financial planning process.

Another difference was about seniority. Senior teachers were found to be more inclined to plan for retirement, and this tendency was focused on the psychosocial (F = 2.962, p = .019) and financial planning processes (F = 2.679, p = .031).

The final result showed that there was a statistically significant relationship between the opinions on the provision of retirement preparation training and retirement planning process. Teachers who supported the provision of such training were inclined toward lifestyle (F = 3.376, p = .035) and psychosocial planning (F = 5.363, p = .005). Additionally, teachers who supported the provision of education experienced lower levels of personal aging anxiety (F = 3.079, p = .047). No statistically significant relationship was found in the variables of age groups and when retirement preparation education should be provided (p > .05; Table 3).

Table 3.

Retirement Planning Process and Aging Anxiety in Terms of Gender, Marital Status, Seniority and Views on Retirement Preparation Education.

Variable	Gender Status	n	M	SD	t/F	p
Relational Aging anxiety	Female	288	20.09	4.26	2.242	.025*
	Male	211	19.24	4.07
Health planning process	Female	288	36.86	5.66	2.968	.003*
	Male	211	35.39	5.24
Financial planning process	Married	374	44.70	7.51	5.109	.002*
	Never married	34	41.82	7.27
	Spouse deceased	16	44.00	8.24
	Divorced	72	41.15	9.11
Total retirement planning process	Married but living separately	374	153.25	19.58	4.433	.004*
	Married	34	146.74	19.59
	Never married	16	154.25	19.52
	Spouse deceased	72	144.81	21.56
Financial planning process	≤24 years	47	41.45	7.41	2.679	.031*
	25–29 years	202	43.91	7.32
	30–34 years	178	44.30	8.37
	35–39 years	60	44.28	8.42
	40–44 years	12	49.25	6.89
Psychosocial planning process	≤24 years	47	35.43	8.39	2.962	.019*
	25–29 years	202	35.20	6.89
	30–34 years	178	35.02	6.81
	35–39 years	60	38.10	7.27
	40–44 years	12	38.83	8.11
Total retirement planning process	≤24 years	47	148.28	21.49	2.637	.033*
	25–29 years	202	150.28	19.17
	30–34 years	178	151.34	20.37
	35–39 years	60	157.35	20.58
	40–44 years	12	162.17	17.78
Lifestyle planning process	Yes	242	36.36	5.65	3.376	.035*
	No	183	34.87	6.17
	I don’t know	57	35.81	5.56
Psychosocial planning process	Yes	242	36.54	6.81	5.363	.005*
	No	183	34.28	7.64
	I don’t know	57	35.51	5.87
Total retirement planning process	Yes	242	154.02	19.55	3.931	.020*
	No	183	148.49	21.31
	I don’t know	57	151.40	18.97
Personal aging anxiety	Yes	242	16.43	4.32	3.079	.047*
	No	183	17.32	3.57
	I don’t know	57	16.23	4.10

Regression Analysis Results

Regression analysis investigated the effects of the subdimensions of the relational aging anxiety on the overall retirement planning process. Accordingly, firstly, it was found that Personal Aging Anxiety had no effect on the Retirement Planning Process (Beta = 0.063, t = 1.174 and p = .241). Secondly, Collective Affinity for Older People was found to have a statistically significant effect on the Retirement Planning Process (Beta = 0.225, t = 4.818 and p < .001). Finally, Relational Aging Anxiety was found to have no significant effect on the retirement planning process (Beta = 0.067, t = 1.248 and p = .213). In conclusion, Collective Affinity for Older People has a significant effect on Retirement Planning Process, while Personal Aging Anxiety and Relational Aging Anxiety do not show a significant effect (Table 4).

Table 4.

Regression Analysis Models for the Retirement Planning Process and Aging Anxiety.

Dependent Variable	Independent Variable	β	t	p	R²	F
	Personal aging anxiety	.063	1.174	.241	.084	15.209
Retirement planning process	Collective affinity for older people	.225	4.818	<.001
	Relational aging anxiety	.067	1.248	.213
	Personal aging anxiety	.143	2.679	.008	.092	16.730
Financial planning process	Collective affinity for older people	.155	3.341	.001
	Relational aging anxiety	.089	1.662	.097
	Personal aging anxiety	.173	3.246	.001	.090	16.426
Lifestyle planning process	Collective affinity for older people	.162	3.479	.001
	Relational aging anxiety	.042	0.787	.432
	Personal aging anxiety	−.104	−1.901	.058	.032	5.507
Psychosocial planning process	Collective affinity for older people	.184	3.828	< .001
	Relational aging anxiety	−.033	−0.599	.549
	Personal aging anxiety	−.023	−0.418	.676	.058	10.217
Health planning process	Collective affinity for older people	.188	3.966	<.001
	Relational aging anxiety	.115	2.111	.035

Regression analysis results also demonstrated the effects of the subdimensions of the relational aging anxiety on the subdimensions of retirement planning process, namely financial planning, lifestyle planning, psychosocial planning, and health planning. Accordingly, Personal Aging Anxiety had a significant positive effect on financial planning and lifestyle planning but had no effect on psychosocial planning and health planning. This means that those with a high level of personal aging anxiety are more likely to plan for finances and lifestyle activities (Table 4).

Collective Affinity for Older people had a significant effect on financial planning, lifestyle planning, psychosocial planning, and health planning. This means that those with a high level of collective affinity for older people are more likely to plan for all the subdimensions of retirement planning process (Table 4).

Relational Aging Anxiety had a significant effect on health planning, but it had no effect on financial planning, lifestyle planning, and psychosocial planning. This means that those with a high level of relational aging anxiety are more likely to plan for health (Table 4).

Discussion

The current study investigated the relationship between the relational aging anxiety and retirement planning process, considering certain demographic variables. There are a number of significant findings. The first finding is about gender: women tend to make more health plans for their retirement period and experience a higher level of relational aging anxiety than men. There is little research carried out in Turkey about high school teachers’ attitudes toward retirement planning and relational aging anxiety. One Turkish study has found women tend to make more health plans for their retirement, which supports our finding. In addition, international studies suggest that women experience aging anxiety more (Banson, 2017; Brunton & Scott, 2015; McConatha et al., 2004; Saxena & Shukla, 2016; Yun & Lachman, 2006). However, these two findings about gender difference could be explained by sociocultural factors. First and foremost, the women involved in the current study were 50 and over years of age. Thus, they were born in the 1970s and acquired the traditional gender roles in 1970s’ Turkish society. Despite the changes in the traditional gender roles since then, they subconsciously still have the mentality they acquired in their early years of lives and live according to their expectations about traditional roles of men and women. At the time, women were seen dependent on men in bread-winning, economic and social decision-making, participating in the public sphere (e.g., no traveling alone or women friends). Family bonds were quite strong, leading to lifetime labor inequalities and schooling of women was low. In short, women were the housekeeper and homemakers, and mostly spent their time around the house, doing the housework and childrearing duties (Aşkun & Erkoyuncu, 2023; Dedeoğlu, 2000; Konak Özçelik, 2025). Thus, they needed to be physically healthy. A woman's losing their husband meant poverty, loneliness or having to live with married children and grandchildren and social exclusion. Therefore, considering the cultural codes of the time, these two findings of the current study about women are expected to a great extent. Female teachers make sure they receive proper healthcare and have fear of loneliness and social exclusion. Secondly, the life expectancy for women has been on the rise. It was 42 for men and 46 for women in 1980–2000; it became 57 for men and 62 for women in 2001, and it is 75 for men and 80 for women today (Turkish Statistical Institute, 2025). This means women live longer than men in Turkey, which leads to fear of loneliness, dependence, and social exclusion in women. This explains the higher level of relational anxiety in female teachers.

Another finding is about marital status. Married teachers are more inclined to plan for retirement, and this tendency directed focuses on financial planning. There are other studies suggesting the same result (Fuchsman et al., 2021; Giuriceo, 2011; Makar, 2019). The explanation for this finding is twofold. First, social capital theory asserts that “networks of relationships constitute a valuable resource for the conduct of social affairs,” providing their members with “the collectivity-owned capital, a ‘credential’ which entitles them to credit, in the various senses of the word” (Bourdieu, 2011). This means in the context of female high school teachers in Turkey that if they are married, they have the opportunity to benefit from their husbands’ assets and income both before and after retirement, which supports the process of social capital accumulation, defined as “the continuous building of valuable, non-monetary resources found within a person's networks of relationships, trust, and shared understanding” (Lifestyle Sustainability Directory, 2025). Second, female teachers could feel that when they are retired, their husbands and they will be old and relatively less healthy, which means more expenses on health for both. This will necessarily require additional money during the retirement period, when their regular income gets lower (e.g., regular salary is higher than pension). All these make it obligatory for them to make financial plans for their retirement period. Further, they may think that in the case of a husband loss, which means less income and less social support, money may make up for minimum physical self-care.

Another is about training for retirement planning. Most of the teachers support the provision of training for retirement planning (Table 2). This can be explained by aging anxiety felt by some (e.g., personal aging anxiety), the inability to effectively utilize retirement bonuses, insufficient knowledge of investment and finance, and a lack of savings awareness (Wilson & Aggrey, 2012), need for psychosocial planning, lifestyle and health. Providing access to objective and realistic information about retirement and the aging processes and being prepared for them reduces aging anxiety and fosters positive outlook on old age and retirement (Banson, 2017; Jun & Ju, 2019; Lynch, 2000; Suh & Choi, 2013). A study investigating the effectiveness of the “Healthy Retirement Program” developed for public-sector teachers in Thailand found that the program improved coping skills with life changes and increased perception of change (Insin et al., 2021). Additionally, it was observed that the HRP had a facilitating effect on adapting to retirement. Another study, conducted on the basis of employee training and a retirement savings program, also showed that employer-supported and implemented financial training positively influenced participation in the retirement savings program (Joo & Grable, 2005).

The last and most significant finding is that Collective Affinity for Older People is positively associated with the retirement planning process (Table 4). Higher scores in Collective Affinity for Older People are interpreted as positive, implying a reduced level of aging anxiety. For example, a sample item in Collective Affinity for Older People factor reads “I feel very comfortable when I am around an older person.” A positive attitude toward older people and enjoying spending time with them helps aging teachers develop a more realistic and positive conception about aging and retirement, which may reduce negative stereotypes about aging. As teachers’ tendencies to plan for retirement increased, positive increases were observed in the collective and relational bonds they established with older individuals. Previous research suggests that increased emotional preparation for aging leads to a decrease in aging anxiety (Jun & Ju, 2019) and that various retirement-related plans, including health planning, positively affect psychological health (Yeung, 2013). Teachers’ increased affinity for older individuals enables them to engage in more psychosocial planning related to retirement (Brunton & Scott, 2015; Gonçalves et al., 2011; Prior & Sargent-Cox, 2014). Finally, it is clear that as teachers’ individual concerns about aging and their emotional closeness to older individuals increase, they tend to engage in financial planning for retirement. Accordingly, the more preparation is made for the aging process economically and physically, the more anxiety about aging decreases (Jun & Ju, 2019).

Limitations

Our study has certain limitations. First, this study is the first to examine the relationship between the retirement planning process and anxiety about aging in Turkey, and since there are only a limited number of studies on the subject in different countries, there is a limitation in terms of interpreting the findings comparatively with other studies. Second, due to the permission taking procedure and the distribution of the high school teachers across school types, the sample of the study needed to be limited to Anatolian high schools in Ankara, Turkey. Thirdly, the results obtained from the Lifestyle Planning Process and Health Planning Process subdimensions of the Retirement Planning Process Scale used in the study should be interpreted cautiously due to low internal consistency.

Conclusion

A number of conclusions and suggestions could be made based on our findings. Firstly, because female high school teachers experience relational aging anxiety more, they should be provided stress reduction or management programs (e.g., mindfulness-based activities, Cognitive Behavioral Therapy, Empowerment, etc.). Secondly, as Collective Affinity for Older People enhances positive and realistic feelings about retirement and aging, social gatherings could be planned within and outside school so that intergenerational contact can be increased. Thirdly, most of the high school teachers are in favor of receiving training for retirement planning, so a comprehensive training program covering financial, psychosocial, lifestyle and health planning should be offered by the state regularly. Its effectiveness should be measured and the program continuously improved. The participation of the high school teachers along with their family members could be beneficial for all. The necessary budget for the program can be provided by deducting a small amount from the monthly payments of employees who wish to participate for a certain period. Following the example of Turkey, this process can be carried out in coordination with the relevant institutions, the Ministry of Labor and Social Security, and the Social Security Institution. The human resources required for the program's administrators and training professionals can be provided through cooperation between the Ministry of Family and Social Services, the Ministry of Labor and Social Security, and universities. This would enable individuals to become aware and prepared for the parallel periods of old age and retirement. The pilot study of the developed retirement preparation program could be conducted through the Turkish Presidency Distance Education Portal. Finally, prospective research could focus on the development of training program for retirement planning for high school teachers. Empirical studies are needed to explain why female teachers tend to make health planning their priority among others.

Footnotes

ORCID iDs

Ömer Faruk Cantekin

Hüsamettin Çelebi

Ethical Considerations

The necessary ethical committee approval for the study was obtained from the Gazi University Ethics Committee with approval code 2024-1716. Furthermore, the necessary approval for data collection was obtained from the Ministry of National Education with application number MEB.TT.2024.009967.

Consent to Participate

Written consent was obtained from the participants to be included in the study.

Consent for Publication

Not applicable.

Author Contributions

Authors contribute equally to this article. This study was prepared based on the master's thesis we published in September 2025 under the supervision of Assoc Prof Dr Ömer Faruk Cantekin (Master's Thesis: Examining the Relationship Between the Retirement Planning Process and Aging Anxiety Among Teachers, Gazi University Institute of Health Sciences, Department of Social Work, Ankara, Turkey, 2025).

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Data Availability

Data is not available because of ethical constraints.

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