The relationship between teachers' critical thinking and problem solving skills with curriculum literacy

The aim of this research is to determine the relationship between critical thinking and problem solving skills and curriculum literacy. For this purpose, it is aimed to reveal the teachers' critical thinking, problem solving skills, and curriculum literacy level. Also, the effect of teachers' branches of service has been examined. This study, carried out in a mixed design, 114 teachers, science, mathematics, Turkish and English teachers in Muş in the 2022-2023 academic year. In the qualitative research, opinions were obtained from 16 teachers with a semi-structured interview form. For quantitative research, scales which are used with permission from the researchers. It was concluded that the critical thinking skills of the teachers were at a high level. There was no significant difference in the branch variable. It has been determined that the teachers are at a good level in their problem solving skills. Problem solving skills do not show a significant difference to branches. It was determined that the curriculum literacy of the teachers was at a good level. It was concluded that the curriculum literacy levels of the teachers did not show a significant difference to branches. A moderate, positive, and significant relationship was found between teachers' critical thinking and program literacy. A moderate, positive, and significant relationship was found between teachers' problem solving skills and program literacy. A moderately positive and significant relationship was found between teachers' critical thinking and problem solving skills. There was a positive and moderate relationship between critical thinking, problem solving skills and curriculum literacy.