Examining the relationship between curriculum literacy levels, curriculum orientations and curriculum fidelity levels of teachers

This study aimed to examine the relationship between teachers' curriculum literacy levels, curriculum orientations and curriculum fidelity levels. The research was designed with a correlational design in the quantitative research model. The study population consists of the teachers working in the city of Gaziantep, and the sample consists of 323 teachers selected by random sampling method from the universe. Curriculum Literacy Scale, Program Orientation Inventory, and Curriculum Fidelity Scale were used as data collection tools. Descriptive statistics, independent groups t-test, one-way ANOVA, Pearson correlation analysis, simple and multiple linear regression analysis were applied to the data obtained from the scales. As a result of the research; It has been determined that teachers' curriculum literacy and curriculum fidelity are at a high level, and there is no significant difference according to gender, occupational seniority, and graduation, and according to branch and school grades, it differs in some sub-dimensions and the general of the fidelity. It has been determined; teachers adopted their curriculum orientations as humanistic, technology, cognitive processes, social-reconstructive and academic orientation, differing in social-reconstructive by gender, academic by graduation, academic, social-reconstructive, cognitive processes, humanistic and technology orientations by branch and school grades, but was not differ significantly according to occupational seniority. It was concluded that program literacy has a moderate and positive significant relationship with program orientations and program fidelity, and program orientations have a moderate and positive significant relationship with program fidelity, and that it significantly positively predicted program fidelity with a 21% variance explanation rate of program literacy and 27% of program orientations.