Examination of teachers' perceptions of curriculum literacy and curriculum evaluation

This study aims to examine the relationship between teachers' perceptions of curriculum literacy and their perceptions of curriculum evaluation. Framed around the central research question, "What are the levels of teachers' perceptions of curriculum literacy and curriculum evaluation?", this research employs a quantitative methodology with a relational design to investigate the associations between two or more variables. The study population comprises teachers working in Düzce province during the 2024–2025 academic year. A purposive sampling method was adopted, and data were collected from a total of 371 teachers. Three instruments were used for data collection: a personal information form, a 17-item Curriculum Literacy Scale, and a 35-item Curriculum Evaluation Scale. The personal information form, developed by the researcher, served to measure demographic variables such as gender, age, marital status, professional experience, and education level. The Curriculum Literacy Scale was developed by Kasapoğlu (2020) through exploratory and confirmatory factor analyses. The Curriculum Evaluation Scale was developed by Baş (2016), using exploratory factor and reliability analyses. Both instruments were used with permission. Analysis of the data revealed that teachers exhibited a high level of curriculum literacy. However, no statistically significant difference was found in curriculum literacy perception levels based on gender. Significant differences were observed in favor of teachers aged 36–45, married teachers, those with 11–20 years of professional experience, and those holding postgraduate degrees. Conversely, the level of teachers' perceptions regarding their ability to evaluate educational programs was found to be at a "neutral" level. No significant difference was observed in this perception based on gender. However, significant differences were identified in favor of teachers aged 47 and above, those with 11–20 years of experience, and those with postgraduate degrees. Furthermore, findings indicated a statistically significant but weak positive correlation between teachers' curriculum literacy and their perceptions of curriculum evaluation.