Secondary school mathematics teachers' awareness of the instructional program and their evaluations about the curriculum

This research aims to secondary school mathematics teachers examine the awareness of the instructional program and their evaluations about the curriculum. The study employs a quantitative research method. Due to the aim of determining the current situation, a survey model was used, specifically an correlational survey model. The population of the research consists of secondary school mathematics teachers working in the central districts of Ankara province, namely Çankaya, Altındağ, Etimesgut, Gölbaşı, Keçiören, Mamak, Pursaklar, Sincan, and Yenimahalle, during the 2022-2023 academic year. Teachers from various types of schools such as Anatolian High Schools, Vocational and Technical Anatolian High Schools, Imam Hatip High Schools, Multi-Program High Schools, Fine Arts High Schools, Sports High Schools, and Social Sciences High Schools were included in the study due to the common educational program used. The research sample comprises 400 secondary school mathematics teachers working in these nine central districts and seven types of schools. Stratified sampling method was utilized in the selection of the sample. In the research, the Teaching Program Awareness Scale and the Education Program Evaluation Scale were utilized. The collected data were analyzed using the SPSS software package. T-tests, ANOVA, Pearson correlation, and regression tests were conducted. As a result of the research, it was found that teachers hold a positive attitude towards the education program and have a high level of awareness regarding the instructional program. It was determined that the evaluations of the education program and the awareness of instructional program did not differ based on gender, school type, education level, or seniority variables. Overall, moderate-level, significant positive relationships were observed between the sub-dimensions of the education program evaluation scale and the sub-dimensions of the teaching program awareness scale. It was established that the level of instructional program awareness explained 14.3% of the education program evaluations. Consequently, various recommendations were made, including the use of a mixed-method approach and the incorporation of student perspectives into the process.