Examining the relationship between teachers' dark triad characteristics, their curriculum literacy and fi̇deli̇ty curriculum

This study aims to examine the relationship between teachers' dark triad characteristics, curriculum literacy and curriculum commitment. The study was based on a relational design in quantitative research model. The population of the study consisted of teachers working in Hatay province, and the sample consisted of 400 teachers selected from the population by random sampling method. The Dark Triad Scale, Teachers' Curriculum Literacy Scale and Teachers' Curriculum Commitment Scale were used as data collection tools. The data obtained from the scales were analyzed using descriptive statistics, independent groups t test, one-way ANOVA, Pearson Correlation Analysis and Simple Regression Analysis in computer environment. As a result of the study, it was determined that teachers' narcissism curriculum literacy and curriculum commitment were at a high level and differed in some sub-dimensions according to gender, physiological age, branch, marital status, seniority, type of school, number of weekly courses and number of students. There was a weak positive linear relationship between psychopathy level and curriculum literacy and its sub-dimensions, a weak positive linear relationship between curriculum implementation commitment levels, and a moderate negative linear relationship between external factors affecting commitment. A weak negative linear relationship was found between narcissism level and knowledge, skills and curriculum literacy and curriculum awareness, external factors affecting commitment and curriculum commitment levels. There was no relationship between the attitude level of narcissism and the level of Machiavellianism and curriculum literacy. A moderately positive linear relationship was found between the levels of Machiavellianism and curriculum implementation commitment and a moderately negative linear relationship was found between the levels of external factors affecting commitment. There was a moderately positive relationship between knowledge levels and curriculum implementation commitment, curriculum commitment, curriculum awareness, curriculum commitment; a moderately positive relationship between curriculum literacy levels and curriculum implementation commitment, curriculum awareness and curriculum commitment; a weakly positive relationship between attitude levels and curriculum implementation commitment; and a strongly positive relationship between knowledge levels and curriculum awareness levels. A weak negative linear relationship was found between knowledge, skill and attitude levels and external factors affecting commitment. It was found that teachers' levels of Machiavellianism did not significantly predict their curriculum literacy levels. Psychopathy and narcissism levels significantly predicted curriculum literacy levels. The power of psychopathy and narcissism levels to affect curriculum literacy levels is low. It was found that teachers' levels of Machiavellianism and psychopathy did not significantly predict their level of commitment to the curriculum. Narcissism levels significantly predicted the level of commitment to curriculum. The power of narcissism levels to affect commitment to the curriculum is low.