Examination of the relationship between middle school teachers' perceived curriculum literacys and classroom management anxieties: The case of Gebze district

The aim of this study is to determine whether there is a significant relationship between the curriculum literacy levels of middle school teachers and their classroom management anxiety. In the study, the relational survey model was used as the research method. The universe and sample of the study consists of 495 middle school teachers working in Gebze, Kocaeli. The "Curriculum Literacy Scale" developed by Bolat (2017) and the "Classroom Management Anxiety Scale" developed by Özkul and Dönmez (2019) were used as data collection tools in this research. The findings obtained through this research are as follows: 1. No significant relationship exists between the curriculum literacy of middle school teachers and their classroom management concerns. 2. Middle school teachers have high levels of curriculum literacy and classroom management anxiety. 3. The curriculum literacy levels of middle school teachers significantly differ according to gender, and male teachers have higher program literacy than female teachers. 4. The program literacy levels of middle school teachers do not significantly vary according to marital status, age, education level, professional seniority year, education level, branch, staff title and the number of students in the class. 5. The classroom management anxiety levels of middle school teachers do not significantly vary according to gender, marital status, age, education level, professional seniority year, education level, branch, and staff title variables. 6. The classroom management anxiety levels of middle school teachers vary significantly according to the number of students in the classroom. Accordingly, teachers with more than 30 students in their class have higher levels of classroom management anxiety than teachers with less than 30 students in their class.