Examination of the curriculum literacy levels and pedagogical knowledge and skills levels of secondary school teachers

In the study, it is aimed to examine the relationship between secondary school teachers' curriculum literacy perception levels and pedagogical knowledge and skill levels. The study was designed with relational research, one of the quantitative research methods. The participants of the study consisted of 221 secondary school teachers working in Ordu province. When the results of the study were examined, it was determined that the curriculum literacy levels of secondary school teachers were at a good level. Among the sub-dimensions of curriculum literacy, it was determined that secondary school teachers had the highest level of perception in the dimension of valuing the curriculum and the lowest level of perception in the dimension of questioning the curriculum. It was determined that secondary school teachers had good pedagogical knowledge and skill levels. Among the pedagogical knowledge and skills sub-dimensions, it was determined that teachers had the highest mean score in the student learning sub-dimension and the lowest mean score in the instructional support sub-dimension. In the study, it was also determined that there was no significant difference between secondary school teachers' curriculum literacy levels and pedagogical knowledge and skills levels according to the variables of branch and professional seniority. According to the results obtained within the scope of the problem based on the research, a positive significant relationship was found between secondary school teachers' curriculum literacy levels and pedagogical knowledge and skills levels.