Curriculum development service staff, teachers and administrators views on curriculum development service in private primary and secondary schools

The aim of this research is to study the efficiency of curriculum development services (CDS) by taking opinions of CDS staff, teachers and administrators who works private schools with CDS in Turkey. By this method, the condition of limited school-based curriculum development studies are wanted to be shown. It is a case study, which is a pattern of qualitative research designs. The sample consisted of eight curriculum development staff, twenty one teachers, six administrators from seven different schools which had curriculum development service in 2015-2016. A semi-structured interviewing form which consists of sixteen questions was prepared as data collecting tool and face to face interviews were made. Data were analyzed by content analysis method. According to the findings of research, CDS staff are usually make measurement and evaluation studies. For this reason, it can be shown in many schools that CDS also function as measurement and evaluation service at the same time. Only CDS staff state that they are making curriculum development studies; teachers and administrators, CDS has been contributing to the curriculum by doing differentiation studies mostly due to the legal limitations. Also it was detected that curriculum development staff who found their studies insufficient, were worked in tasks which they were not responsible for, and those people had active role in evaluation studies. Some of the staff of curriculum development service who thought all their needs are met and who had the support of school management find their studies sufficient. None of the curriculum development service staffs say that instructors do not contribute to the program development process. That situation shows that when proper conditions are met, instructors contribute at curriculum development service studies in ways differing from school to school. there is no teacher who says that CDS do not contribute to the development of teaching skills, teachers instructional design competencies, and the development of students. The majority of teachers don't have problems working with CDS and those who experience problems have a time constraint. While the administrators are managing CDS, it is seen that they have more problems in the coordination of the teachers. It is suggested that more qualified teachers and program development specialists should be trained in program development in order for CDS to work more effectively. Furthermore, the proliferation of CDS and the increase in the number of program-based studies are among the suggestions made.