Relationships between teachers' curriculum literacy levels, curriculum commitment, competencies in learning-teaching process and achievement

This study seeks to determine the relationships between teachers' levels of curriculum literacy, learning and teaching process competencies, achievement objectives, and commitment to the curriculum. According to the relational survey and structural equation model, the investigation was conducted. The sample for this study is comprised of elementary, middle, and high school instructors from the provincial centers of Afyonkarahisar and Elazığ. The study found that teachers' levels of curriculum literacy, curriculum commitment, achievement objectives, and learning-teaching process competencies were generally high. In terms of commitment to the curriculum, it was also observed that female instructors had statistically substantially higher averages than male teachers. It was determined that there was a difference in achievement objectives favoring male instructors. According to the study's findings, there is a positive, moderately significant relationship between teachers' curriculum literacy levels and their commitment to the curriculum and their learning and teaching process competencies, and a positive, weakly significant relationship between their achievement goals. In addition, there was significant positive relationship between teachers' commitment to the curriculum and learning and teaching process competencies, and there was no significant relationship between commitment to the curriculum and achievement objectives. On the basis of the identified relationships in the study and the literature, it was investigated whether the dependent variables have a mediating effect. It was found that learning and teaching process competencies had a mediating effect between curriculum literacy and curriculum commitment. In addition, another finding of the study was that achievement goals did not mediate the relationship between program literacy and program commitment. In the study, a model was developed to measure the impact of learning-teaching process competencies and achievement objectives on curriculum commitment through levels of curriculum literacy. Based on the criteria for fit, it was determined that the model had an excellent fit. In addition, it was found that teachers' learning-teaching process competencies and achievement objectives influence curriculum commitment through curriculum literacy skills. It has been determined that as seniority increases, curriculum literacy skills decline. Seminars on program literacy can be held for senior teachers. In addition, since teachers' curriculum literacy skills influence curriculum adherence, it is believed that providing teachers with seminars, in-service training, and workshops on curriculum literacy will significantly contribute to curriculum adherence and, consequently, to the achievement of the curriculum's purpose.