Ortaokul Öğretmenlerinin Program Okuryazarlık Düzeyleri
In this research, curriculum literacy levels of teachers working at secondary school are aimed to examine. This study is performed with Turkish, Math, Social Studies, and Science teachers. During the study, 311 teachers working in Ankara are consulted. In order to determine curriculum literacy level of teachers, “Curriculum Literacy Scale” developed by researcher is used. By performing validity and reliability tests, developed scale is evaluated to be used as a reliable data acquisition tool. Data obtained from scale are analyzed with SPSS® 22.0 by using mean, standard deviation, independent-samples t-test, and one-way analysis of variance (ANOVA). According to results obtained from this research, it is determined that participants are high-level curriculum literate. By examining the findings on branch basis, it is concluded that Turkish, Math, Social Studies, and Science Teachers are high-level curriculum literate. The average curriculum literacy score of teachers by subscales are ranked as planning, implementation and program knowledge, from high to low respectively. Curriculum literacy levels of secondary school teachers are investigated with respect to four different variables which are gender, branch, type of graduated faculty, and experience in profession. It is revealed that there is no statistically significant difference between curriculum literacy level of secondary school teachers and these variables. As curriculum literacy is examined by its subscales, no significant difference was found between subscales and gender, branch, experience in profession variables while there is a statistically significant difference between type of graduated faculty variable and planning subscale. This difference is observed between the teachers graduated from education faculties and the teachers from other faculties and it is in favor of the teachers from other faculties.