Investigating the relationship between English teachers' curriculum literacy and classroom administration competencies

Curriculum literacy, which is one of the basic competencies of teachers, requires teachers to master all elements of the curriculum. Teachers who master this competence are also expected to be good at classroom management in order to achieve the aims of the curriculum. Therefore, this study aims to examine the relationship between English teachers' curriculum literacy and classroom management competences. Within the scope of this purpose, according to the views of secondary school English teachers, what is the role of curriculum literacies on classroom management competencies? The study is a quantitative research and designed in a relational design. The population of the study consists of English teachers working at the secondary school level of official public schools within the Ministry of National Education in Manisa province during the 2022-2023 academic year. The sample of the study is 167 secondary school English teachers selected by convenience sampling method. Personal information form, "Curriculum Literacy Scale" developed by Bolat (2017) and "Classroom Management Competence Scale" developed by Çetin (2009) were used to collect the data. After the data obtained from the scales were transferred to the SPSS package programme, it was determined that the data did not show normal distribution. With the determination that the data did not show normal distribution, nonparametric test analysis methods were used to analyze the data. Kruskal Wallis test, Man Whitney U test, Spearman correlation analysis and ordered logistic regression analyzes were performed in the statistical analysis of the data. According to the results of the analysis obtained in the study, in the context of the first sub-problem, it was determined that secondary school EFL teachers had a high level of curriculum literacy and classroom management competencies. In the dimensions of curriculum literacy, it was determined that the average of writing was at the highest level. In the dimensions of classroom management competence, it was found that the average behavior level of secondary school English teachers' behavior level related to regulating classroom relationships was at the highest level, while the average behavior level related to ensuring the physical order of the classroom was at the lowest level. In the context of the second sub-problem, secondary school English teachers' curriculum literacy and classroom management competencies were examined in terms of gender, age, educational level, professional seniority and length of service in the school. The findings revealed that there was a significant difference in favor of female teachers in the overall and dimensions of the curriculum literacy scale and in the overall and dimensions of the classroom management competence scale of secondary school EFL teachers only according to the gender variable. In the context of the third sub-problem, the relationship between secondary school English teachers' curriculum literacies and their classroom management competencies was examined. According to the results, a positive and high level relationship was found between curriculum literacy and classroom management competencies of secondary school EFL teachers. The highest level relationship is between curriculum literacy and classroom management competence. A high level relationship was determined between reading and writing variables, between reading and curriculum literacy, between writing and curriculum literacy, between writing and classroom management competence. The lowest level relationship was found between the variable of regulating classroom relations and the variable of developing and regulating behaviour, and between the variable of providing physical order and the variable of developing and regulating behavior. In the context of the fourth sub-problem, the effect of secondary school English teachers' curriculum literacy on their classroom management competencies was examined. The findings revealed that the curriculum literacy of secondary school EFL teachers had a moderate effect on classroom management competence. The effect of curriculum literacy, reading and writing dimensions on classroom management competence was found to be significant. It was determined that curriculum literacy had a significant effect on providing physical order, instructional management, behavior development and regulation from the dimensions of classroom management competence. It was found that reading dimension of curriculum literacy predicted instructional management among the dimensions of classroom management competence, while writing dimension predicted instructional management and behavior development and regulation dimensions. Keywords: Curriculum, Program literacy, Classroom administration, English teachers, Teacher competence