Analysis of the curriculum fidelity levels of teachers and the factors affecting their curriculum fidelity

The study aims to determine curriculum fidelity levels of teachers and understand teachers' opinions about their fidelity to curriculum and the factors affecting their fidelity. Sequential explanatory design of mixed methods was utilized in the research. Within this scope, firstly the quantitative data were collected from 500 teachers chosen according to stratified sampling and working at different levels of school in Salihli district of Manisa in the fall semester of the 2021-2022 academic year through the Curriculum Fidelity Scale developed by Burul (2018). To test the construct validity of the scale confirmatory factor analysis (CFA) was performed by LISREL 8.8. The qualitative data were collected through semi-structured interviews with 19 teachers chosen according to maximum variation sampling in the spring semester of the 2021-2022 academic year. In the analysis of the quantitative data descriptive statistics (mean, standart deviation) and MANOVA performed by SPSS 26.0 program were used. In the analysis of the qualitative data descriptive and content analysis were utilized. The research results showed that the curriculum fidelity levels of teachers are at a medium level in sub-dimensions of adherence, duration and program differentiation while they have a high level of curriculum fidelity in the sub-dimensions of quality of program delivery, participant responsiveness, teacher training and school climate. According to MANOVA results it was found that there were no significant differences in teachers' curriculum fidelity levels according to gender, the faculty they graduated from and having postgraduate degree. However, it was found that age, teaching experience, level of school, field and getting in-service training variables had significant differences in teachers' curriculum fidelity levels in some sub-dimensions of the scale. Partial eta squared values have shown that age and teaching experience have a low effect on curriculum fidelity while the level of school teachers work has a moderate effect in sub-dimension of adherence and a low effect in sub-dimensions of quality of program delivery, participant responsiveness, teacher training and school climate. Field variable has a moderate effect in sub-dimensions of adherence, quality of program delivery, participant responsiveness and a low effect on teacher training and school climate, while receiving in-service training has a low effect. The research findings also showed that while some of the teachers try to adhere to curriculum firmly, some of them are inclined to adapt the curriculum. It was also found that experienced teachers who have a low fidelity level make more adaptations while the less experienced ones implement the curriculum as expected. It was also indicated that teachers' fidelity is affected by a variety of factors, including the curriculum itself, students, teachers, school administration, parents, contextual factors and COVID-19 pandemic period. Among these factors, it has been seen that the factors originating from the contextual features, the student and the COVID-19 epidemic process are quite effective on curriculum fidelity. It was also found out that teachers pay attention to student preparedness during the implementation of learning outcomes, content and teaching-learning process. Teachers make adaptations in teaching methods when they find them time-consuming. Teachers also make adaptations like skipping some learning outcomes, handling the content according to central exams or doing assessments in favor of students. Teachers having a low level of fidelity do not use individual development plans while teachers having a high level of fidelity care about individual differences between students. Based upon the results of the study, it can be suggested that more quality and frequent in-service training activities should be provided for teachers and more courses related to curriculum should be included in undergraduate programs. It can be suggested that the facilities of schools should be improved in order to implement the curriculum as expected. Teachers need more flexibility during the implementation process for some reasons, like student preparedness, regional features or expectations of the society.