Investigation of the factors affecting the curriculum fidelity of teachers working at different types of schools

Abstract


 
 
 
 
 The purpose of this study is to examine the factors affecting the curriculum fidelity of teachers working in different types of school. In the study, case study design from qualitative research designs was used. The participants of the study werre teachers working in primary, secondary and high school types in publice school affiliated to the Ministry of National Education in rural district in a province located in the Northers Anatolia region of Türkiye in the fall semester of the 2022-2023 academic year. The participants was determined by convenient sampling method. The data of the study were obtained through a semi-structured interview form. The research data were analyzed using the thematic analysis method in accordance with qualitative research and findings were determined. While determining the findings, themes and categories were obtained and direct quotations were included to reflect the teachers' opinions. As a result of the research; It was determined that they expressed the opinion that curriculum characteristics, institutional characteristics, student characteristics, geographical conditions, family structure, social development of students, centralized education system, high-stakes tests, and pre-service and in-service training that teachers receive affect teachers' curriculum fidelity.