The investigation of the relationship between teacher agency and curriculum literacy

This research aims to explore the relationship between teacher agency and curriculum literacy. The population of the study consists of 961 teachers working at high schools affiliated with the Ministry of National Education in Bolu city center in the academic year of 2022-2023. The sample of the study consists of 365 teachers determined by the convenience sampling method. This study employed a predictive correlational research design to explore the relationships between the selected variables; curriculum literacy (independent) and teacher agency (dependent). In data collection, "Teacher Agency Scale" and "Curriculum Literacy Perception Scale" were used. For statistical analysis of the obtained data, correlation tests and multiple linear regression analysis were performed. The results revealed that the general perceptions of the teachers about their agency and curriculum literacy were at a high level. The correlational analysis indicated that there are positive and significant relationships between the factors of teacher agency (learning effectiveness, teaching effectiveness, optimism, constructive engagement) and those of curriculum literacy (recognizing the curriculum, implementing the curriculum, querying the curriculum and valuing the curriculum). According to the results of the regression analysis, the sub-dimensions of curriculum literacy significantly predicted teacher agency.