Evaluation of visual arts education program teachers according to media literacy skills

The purpose of this research is to evaluate visual arts course curriculum according to media literacy skill levels of teachers. In study, survey model, which is one of the descriptive research methods, was used. The population of research consisted of 796 teachers who work in Burdur city center, districts and villages and teach visual arts in primary, secondary and high schools. The sample of study consists of 400 teachers, 216 women and 184 men, who teach visual arts course in Burdur, its districts and villages. The data of research were obtained with "Personal Information Form" developed by researcher, "Media Literacy Level Determination Scale" created by Karataş (2008) and "Program Evaluation Scale" developed by Adıgüzel (2015). In analysis of data, the Cronbach alpha value was checked to determine internal consistency reliability of scales. Frequency and percentage values of answers given by teachers to the scales were calculated. Mann Whitney U test was used to analyze the data related to gender and Kruskal Wallis-H Test was used to analyze the data related to age, seniority, branch, education level, high school they graduated from, school they worked at, type of school they graduated from, department they graduated from, and type of high school they worked. Finally, the relationship between visual arts teachers' media literacy scale sub-dimensions and curriculum evaluation scale sub-dimensions was examined by Spearman correlation analysis. As a result of research; there is a difference in dimension of "evaluation of goals" according to satisfaction of teachers about their school, the department graduated in program evaluation levels of visual arts teachers; on the other hand, when considered according to gender, age, seniority, branch, school, type of faculty graduated, education level, place of work, graduated high school, democracy level; it was concluded that there was no significant difference between the overall program evaluation scale and its sub-dimensions. While visual arts teachers' media literacy levels show significant differences between the scale and its sub-dimensions according to their seniority, place of residence, and level of democracy; there was no significant difference according to gender, age, branch, school, graduated faculty, education level, department they graduated from, graduated high school, and school satisfaction.