An investigation of English teachers' curriculum implementation approaches and curriculum autonomy behaviors

Objective: This study aims to examine English teachers' curriculum implementation approaches and their curriculum autonomy behaviors in relation to various variables, and to determine the predictive relationships between these variables. Materials and Methods: . In line with the research questions addressing English teachers' curriculum implementation approaches and curriculum autonomy behaviors, a causal-comparative research model was used, while a predictive correlational model was employed to explore the relationships among variables. Results: The results of the study showed that English teachers' curriculum implementation approaches differed significantly based on variables such as age, educational background, participation in in-service training related to the English curriculum, involvement in curriculum development studies, school type, and years of professional experience. Furthermore, teachers' curriculum autonomy behaviors significantly differed according to gender, educational background, in-service training participation, involvement in curriculum development studies, and school type.The study also concluded that English teachers' curriculum implementation approaches significantly predicted their curriculum autonomy behaviors at a moderate level. Keywords: Curriculum Autonomy, Curriculum İmplementation Approaches, English Curriculum, English Teachers