EXAMINATION OF PRIMARY AND SECONDARY TEACHERS’ PROGRAM LITERACY AND COMMITMENT TO THE CURRICULUM

Enes Güleş; Hasan Hüseyin Kılınç

Makale detayları

EXAMINATION OF PRIMARY AND SECONDARY TEACHERS’ PROGRAM LITERACY AND COMMITMENT TO THE CURRICULUM

Yazarlar:

Enes Güleş | Hasan Hüseyin Kılınç

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Eğitimde Program Geliştirme

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.14 Issue 1, pp.183-202

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001312865

pISSN:

2149-3871

Anahtar kelimeler:

Özet:

 In this study, it was aimed to primary and secondary school teachers levels of curriculum literacy and commitment to the curriculum. The study population includes primary school teachers working in Nevşehir in the 20222023 academic year. The survey model was based on the quantitative research model. Program Literacy Scale and Curriculum Engagement Scale were used as data collection tools. The KMO value of the Program Literacy Scale which was used to determine the curriculum literacy competencies of primary and secondary school teachers and was developed by the researcher himself was .905, the Bartlett Test result was 3626.962 and the Cronbach Alpha Reliability valve was .890. Another data collection tools is the Curriculum Engagement Scale developed by Yaşaroğlu and Manav. It was concluded that primary and secondary school teachers curriculum literacy was sufficient. The curriculum literacy levels of the teachers were examined according to the variables of gender and it was determined that the curriculum literacy level did not show a significant difference according to these variables. It has been determined that the program literacy level differs significantly according to the variables of branch, education level. Another result of the study is that primary and secondary school teachers have a high level of commitment to the curriculum. While there is no significant in the level of commitment of the teachers to the curriculum according to the variables of gender, branch; a statistically significant difference was observed according to the variables of education status. In addition, another data reached is that there is a moderately positive and significant relationship between curriculum literacy proficiency subdimensions and commitment to the curriculum.

 In this study, it was aimed to primary and secondary school teachers levels of curriculum literacy and commitment to the curriculum. The study population includes primary school teachers working in Nevşehir in the 20222023 academic year. The survey model was based on the quantitative research model. Program Literacy Scale and Curriculum Engagement Scale were used as data collection tools. The KMO value of the Program Literacy Scale which was used to determine the curriculum literacy competencies of primary and secondary school teachers and was developed by the researcher himself was .905, the Bartlett Test result was 3626.962 and the Cronbach Alpha Reliability valve was .890. Another data collection tools is the Curriculum Engagement Scale developed by Yaşaroğlu and Manav. It was concluded that primary and secondary school teachers curriculum literacy was sufficient. The curriculum literacy levels of the teachers were examined according to the variables of gender and it was determined that the curriculum literacy level did not show a significant difference according to these variables. It has been determined that the program literacy level differs significantly according to the variables of branch, education level. Another result of the study is that primary and secondary school teachers have a high level of commitment to the curriculum. While there is no significant in the level of commitment of the teachers to the curriculum according to the variables of gender, branch; a statistically significant difference was observed according to the variables of education status. In addition, another data reached is that there is a moderately positive and significant relationship between curriculum literacy proficiency subdimensions and commitment to the curriculum.

 In this study, it was aimed to primary and secondary school teachers levels of curriculum literacy and commitment to the curriculum. The study population includes primary school teachers working in Nevşehir in the 20222023 academic year. The survey model was based on the quantitative research model. Program Literacy Scale and Curriculum Engagement Scale were used as data collection tools. The KMO value of the Program Literacy Scale which was used to determine the curriculum literacy competencies of primary and secondary school teachers and was developed by the researcher himself was .905, the Bartlett Test result was 3626.962 and the Cronbach Alpha Reliability valve was .890. Another data collection tools is the Curriculum Engagement Scale developed by Yaşaroğlu and Manav. It was concluded that primary and secondary school teachers curriculum literacy was sufficient. The curriculum literacy levels of the teachers were examined according to the variables of gender and it was determined that the curriculum literacy level did not show a significant difference according to these variables. It has been determined that the program literacy level differs significantly according to the variables of branch, education level. Another result of the study is that primary and secondary school teachers have a high level of commitment to the curriculum. While there is no significant in the level of commitment of the teachers to the curriculum according to the variables of gender, branch; a statistically significant difference was observed according to the variables of education status. In addition, another data reached is that there is a moderately positive and significant relationship between curriculum literacy proficiency subdimensions and commitment to the curriculum.

 Bu çalışmada, ilkokul ve ortaokul öğretmenlerinin program okuryazarlık ve öğretim programına bağlılık düzeylerinin incelenmesi amaçlanmıştır. Çalışma evreni olarak 2022-2023 akademik yılında Nevşehir ilinde görev yapan ilköğretim öğretmenleri yer almaktadır. Nicel araştırma modelinde tarama modeli temel alınmıştır. Veri toplama araçları olarak Program Okuryazarlığı Ölçeği ile Öğretim Programına Bağlılık Ölçeği kullanılmıştır. İlköğretim öğretmelerinin program okuryazarlık yeterliklerini belirlemek amacıyla kullanılan ve araştırmacının kendisi tarafından geliştirilen Program Okuryazarlık Ölçeğinin KMO değeri .905, Bartlett Testi sonucu 3626.962, Cronbach Alpha Güvenirlik değeri de .890 olarak bulunmuştur. Bir diğer veri toplama aracı ise Yaşaroğlu ve Manav tarafından geliştirilen Öğretim Programına Bağlılık Ölçeği dir. İlköğretim öğretmenlerinin program okuryazarlığı yeterlik düzeylerinin yeterli düzeyde olduğu sonucuna ulaşılmıştır. Öğretmenlerin program okuryazarlık düzeyleri cinsiyet değişkenine göre incelenmiş olup, bu değişkene göre program okuryazarlık düzeyinin anlamlı bir farklılık göstermediği belirlenmiştir. Program okuryazarlık düzeyinin branş, eğitim durumu değişkenlerine göre ise anlamlı farklılık gösterdiği tespit edilmiştir. İlkokul ve ortaokul öğretmenlerinin öğretim programına bağlılık düzeylerinin yüksek olması sonucudur. Öğretmenlerin öğretim programına bağlılık düzeylerinde cinsiyet, branş değişkenlerine göre anlamlı bir farklılık görülmezken, eğitim durumu değişkenine göre istatistiksel olarak anlamlı bir farklılık görülmüştür. Ayrıca program okuryazarlığı yeterliği alt boyutları ve öğretim programına bağlılık arasında orta düzeyde pozitif ve anlamlı bir ilişkinin bulunmasıdır.

Makale detayları

EXAMINATION OF PRIMARY AND SECONDARY TEACHERS’ PROGRAM LITERACY AND COMMITMENT TO THE CURRICULUM

Yazarlar:

Enes Güleş | Hasan Hüseyin Kılınç

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Eğitimde Program Geliştirme

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.14 Issue 1, pp.183-202

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001312865

pISSN:

2149-3871

Educational Program

Curriculum

Literacy

Program Literacy

Commitment to the CurriculumEğitim Programı

Öğretim Programı

Program Okuryazarlığı

Öğretim Programına Bağlılık.

Okuryazarlık

Sayı

Makale detayları

Yazarlar: Enes Güleş | Hasan Hüseyin Kılınç

Yayıncı: Nevsehir Haci Bektas Veli University

Ana Başlıklar: Eğitimde Program Geliştirme

Dergi: Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.14 Issue 1, pp.183-202

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001312865

pISSN: 2149-3871

Sayı

Yazarlar:

Enes Güleş | Hasan Hüseyin Kılınç

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Eğitimde Program Geliştirme

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.14 Issue 1, pp.183-202

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001312865

pISSN:

2149-3871