Examination of teachers' instructional material development literacy

Teachers' instructional material development literacy has a significant impact on the effectiveness of instructional materials. Therefore, more research is needed to examine teachers' levels of instructional material literacy and develop strategies to improve these levels. This study aims to examine teachers' perceptions, knowledge, and literacy levels related to instructional material development and evaluate the relationships among these levels. Specifically, it investigates teachers' perceptions and knowledge levels regarding the process of instructional material development and provides recommendations for improving their literacy in this area. Although similar studies have been conducted internationally, this research is considered unique and contributes to the field both nationally and internationally. The study employs a quantitative approach with a descriptive survey model. It was conducted with 123 teachers working in public schools under the Adana Provincial Directorate of National Education during the 2023-2024 academic year. Data were collected using a Personal Information Form (including demographic variables such as gender, age, branch, and school type), the "Instructional Material Development Literacy Perception Scale for Teachers" (IMDLPS), and the "Instructional Material Development Achievement Test" (IMDAT). The data collection process was systematically executed, with face-to-face application of the scales, which were validated for reliability and validity. The data were analyzed using statistical software, focusing on teachers' levels of perception and knowledge regarding instructional material development, the relationship between these levels, and their effects on literacy levels. Findings revealed that teachers generally exhibited "very high" perception levels of material development. This indicates that they possess strong confidence and actively participate in the process. However, their knowledge levels were found to be "moderate," suggesting that while they have basic knowledge, they need deeper insights and skills. No significant relationship was found between perception and knowledge levels, suggesting that these variables function independently. Notably, some teachers with high perception levels had low knowledge levels, indicating that confidence is not always supported by theoretical knowledge. Conversely, teachers with low perception levels were more aware of their knowledge gaps. Regarding instructional material development literacy, most participants were found to be at low or very low levels, highlighting significant shortcomings in their mastery of material development processes. In particular, there is a need to enhance skills related to technology-integrated material development. Nevertheless, it is believed that teachers with high literacy levels can lead and contribute to their colleagues in this area. In conclusion, the study underscores the need to update teacher education programs in terms of content and practice to make instructional material development processes more effective. It emphasizes the importance of supportive programs tailored to individual learning needs and the integration of theoretical knowledge into classroom practices. Recommendations include increasing in-service training opportunities for teachers on material development processes, integrating technological advancements into training programs, and implementing customized training based on knowledge levels. Additionally, promoting collaboration among teachers and leveraging the experiences of those with high knowledge levels are deemed crucial. Future research should also explore the skill levels related to instructional material development. Keywords: Perception, knowledge, material development, material literacy