Examining the curriculum literacy levels, curriculum autonomy levels and pedagogical knowledge and skill levels of teachers

The teacher, who is one of the important components of education, is expected to have a high level of literacy in the curriculum in order to provide an efficient and effective education. This research was carried out to examine the relationship between teachers' levels of curriculum literacy, curriculum autonomy, pedagogical knowledge and skills, which are thought to be related to each other. In the research, relational survey model, which is one of the quantitative research approaches, was used in line with the determined purpose. The sample group that can represent the universe correctly was selected by stratified purposive sampling method. The sample of the research consists of 226 teachers working in the official primary and secondary schools of Aydın Province Kuşadası District. As data collection tools, "Personal Information Form", "Curriculum Literacy Scale", "Pedagogical Knowledge and Skills Scale" and "Programme Autonomy Scale" were used with official permissions. Jamovi in data analysis 2.2.5. and using SPSS 25.0 programs; Multiple linear regression analysis was conducted to analyze how much the dimensions of program literacy predicted by the dimensions of program autonomy, and dimensions of pedagogical knowledge and skills. According to the finding, there was a statistically significant difference between the curriculum goal dimension of curriculum literacy, student learning in pedagogical knowledge and skills, and the dimensions of importance and interest. According to another finding, a statistically significant relationship was observed between the curriculum content dimension of curriculum literacy, the planning autonomy dimension of curriculum autonomy, and the importance and interest dimensions of pedagogical knowledge and skills in lesson planning. There was a statistically significant difference between the learning-teaching process dimension and the measurement and evaluation dimensions of curriculum literacy, and the importance and interest dimension of pedagogical knowledge and skills. As a result, importance and interest from the dimensions of pedagogical knowledge and skills affect all dimensions of curriculum literacy. In addition, the student learning program goal of pedagogical knowledge and skills; lesson planning affects the content of the program. Only the planning autonomy dimension of program autonomy has an impact on the program content.