Investigation of teachers' curriculum literacy levels in terms of various variables

Teachers' knowledge and awareness of the curriculum and related terms play a very important role in their ability to use the relevant curriculum in their teaching activities, to create an educational environment, and to be successful in educational activities. Correct understanding of curricula is a prerequisite for effective implementation. Therefore, teachers with curriculum literacy skills are an important factor in improving the quality of education. Based on this starting point, this study aimed to examine the relationship between teachers' curriculum literacy and their lifelong learning tendencies, technological-pedagogical content knowledge competencies and self-efficacy perceptions, and to what extent it is affected by these factors. In this study, descriptive, causal comparison and relational models based on the quantitative approach were used. The study population of the research consisted of teachers working in schools affiliated to the Directorate of National Education in Van province in the 2023-2024 academic year. In this research, as data collection tools, "Curriculum Literacy Scale", "Lifelong Learning Tendencies Scale", "Technological Pedagogical Content Knowledge Scale" and "Self-Efficacy for the Teaching Profession Scale" were used. In the study, it was concluded that teachers' curriculum literacy, TPACK competency and self-efficacy perception levels were high and lifelong learning tendency levels were very high. In the study, it was also determined that teachers' curriculum literacy was related to their lifelong learning tendencies, TPACK competencies and self-efficacy perceptions; the mentioned factors significantly predicted curriculum literacy; and as a whole, independent variables explained 44% of teachers' curriculum literacy.