Examination of teachers curriculum literacy, teacher leadership and technopedagogical content knowledge levels

The aim of this study is to determine the levels of curriculum literacy, teacher leadership and technopedagogical content knowledge of teachers, to examine the relationship between these three variables and to determine how they change in terms of different variables. In the study, general survey and relational survey methods, which are quantitative research methods, were used. The data of the study were collected with the participation of 404 teachers working in different branches and levels in Kahramanmaraş in the 2023-2024 academic year. The data were obtained through the "Curriculum Literacy Scale" developed by Bolat (2017), the "Teacher Leadership Scale" adapted into Turkish by Akyürek and Özdemir (2021) through reliability and validity analysis, the "Technological Pedagogical Content Knowledge Scale" adapted into Turkish by Horzum and Öztürk (2011) through reliability and validity analysis, and the "Personal Information Form" created by the researcher. The data obtained from the research were analyzed with SPSS program. Descriptive statistics, Pearson correlation analysis, independent sample t-test and one-way analysis of variance (ANOVA) were used in data analysis. According to the findings, it is seen that teachers scored high on curriculum literacy, teacher leadership and technological pedagogical content knowledge scales. In addition, the pairwise relationships between the three variables were examined and it was found that there was a moderate and positive significant relationship. While there was no significant difference between the curriculum literacy, teacher leadership and technological pedagogical content knowledge levels of the teachers participating in the study and the variables of gender, length of service, type of faculty graduated from, school level, in-service training on teacher leadership; it was found that there was a significant difference according to the variables of educational status, branch, frequency of attending vocational trainings, frequency of following publications in the field, level of use of educational technologies, and in-service training on curriculum literacy.