İngilizce Öğretmenlerinin KKTC’de 6-8 Sınıflarda Uygulanan İngilizce Öğretim Programlarına Olan Bağlılıklarının İncelenmesi

The purpose of the research was to evaluate the English Course Teaching Curriculum, wich was developed within the scope of the TRNC Primary Education Development Project (TEPGP), based on the teachers’ opinions and to identify their fidelity towards this curriculum. The population of the study was continued by 225 English teachers who work at state schools affiliated o the TRNC Ministry of National Education and Culture (MEKB) and who teach to 6-8 level classes. The mixed methodology was administered in this study. Concurrent mixed methods was employed as the research design of the study. Descriptive research method was used fort he quantitative data whereas semi-structured interview questions were prepared for qualitative data. Curriculum Fidelity Scale, which was developed by Burul (2018) was utilized as the quantitative data collection instrument. T-test, Kruskal Wallis Test and Dwass-Steel-Critchlow-Fligner (DSCF) test were performed to analyze the quantitative data. On the other hand, content analysis was done for quantitative data. According to the quantitative data, it was revealed that the fidelity level of English teachers was found as 3.22, which can be considered as medium level fidelity. No significant differences was found between the English teachers’ responses and their variables such as gender , seniority in profession, school that they work and faculties that they were graduated. The fidelity level of the English teachers from İskele region was found relatively low considering the region variable. Qualitative data revealed that the fidelity was ensured by teachers to the aim, content, teaching-learning processess and testing and evaluation of the curriculum, however, some necessary changes have been made accoring to the students’ levels by the teachers. Also, it was found that the external factors (teachers’ personal attributes and Professional skills, student profile, in/pre-service teacher education, technological infrastructure of the schools etc.) affected the teachers’ fidelity towards the curriculum. Keywords: Curriculum, Curriculum Fidelity