Ortaokul Öğretmenlerinin Öğretim Programına Bağlılıklarının İncelenmesi

Aslan, Mecit; Erden, Rezzan Zeliha

doi:10.33711/yyuefd.691525

Cited by 22 publications

(23 citation statements)

References 4 publications

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“…In our study, the results from the descriptive statistics datasets showed that teachers' curriculum fidelity was very high, indicating that teachers tend to transfer the curriculum into the teaching and learning process as it was originally designed. A thorough review of the relevant literature revealed that previous studies (Aslan and Erden, 2020;Burul, 2018;Tekbıyık and Akdeniz, 2008) reached similar conclusions.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 61%

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

Aytaç

2022

Int. J. of Cont. Edu. Res.

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This study aims to test a path analysis model that examines teachers' self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers' Motivation to Teach Scale, and the Curriculum Fidelity Scale were used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson correlation, and path analysis were also used to test the data. The results of the study show that the teachers have strong self-efficacy beliefs. While they have high intrinsic motivation, their extrinsic motivation is moderate. Based on the results of the path analysis, teachers' self-efficacy beliefs were found to, directly and indirectly, predict both their motivation to teach and their curriculum fidelity. In addition, teachers' levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 61%

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

Aytaç

2022

Int. J. of Cont. Edu. Res.

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“…It was also found that preservice teachers' curriculum literacy levels were at a high level. Similarly, studies conducted with prospective teachers (Dilek, 2020;Çetinkaya & Tabak,2019;Şahin,2020) and teachers (Aygün,2019;Erdem & Eğmir, 2018;Gündoğan, 2019;Güneş Şinegove Çakmak, 2021, Süral & Dedebali, 2018Aslan & Gürlen, 2019;Kuyubaşıoğlu, 2019;Keskin, 2020;Gülpek, 2020, Yılmaz & Kahramanoğlu, 2021 showed that they had high levels of curriculum literacy levels. However, some studies (Kahramanoğlu, 2019;Yıldız, 2019) reported a moderated level of curriculum literacy.…”

Section: Discussion and Recommendationsmentioning

confidence: 97%

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers

KULOĞLU

2022

Int. J. of Cont. Edu. Res.

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The aim of this study was to examine the relationship between prospective teachers’ 21st century learner skills and their curriculum literacy levels. 476 pre-service teachers studying at the Faculty of Education of a state university in Turkey participated in the study. The relational survey model was adopted in the study. The data were collected through “21. Century Learners Skills Use Scale” and “The Curriculum Literacy Scale”. Pearson Product Moments Correlation Coefficient and regression analysis were performed. The results showed that the 21st century learner skills and curriculum literacy of the participants were at a high level and their 21st century learner skills and curriculum literacy levels did not differ significantly by gender. A significant difference was not found between 21st century learner skills and the department of the participants. However, it was found the curriculum literacy levels were significantly differed by the department. The participants at the pre-school education department were found to have higher levels of curriculum literacy levels. In addition, a significant, moderate and positive relationship was found between the participants’ 21st century learner skills and curriculum literacy. Finally, 21st century learner skills predicted program literacy levels in a statistically significant way.

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“…In order not to waste the effort, the time and the money spent on the curriculum, it is important to determine to what extent the curriculum has been adopted and put into practice by teachers (Dikbayır & Bumen, 2016). The studies on curriculum fidelity have increased recently both in national and international literature (Arslan-Celik, 2020; Aslan & Erden, 2020;Bas & Senturk, 2019;Bay et al, 2017;Bumen et al, 2014;Burul, 2018;C. Gurbuz, 2020;Can, 2020;Dikbayır & Bumen, 2016;Durlak, 2016;Dusenbury et al, 2003;Johnson, 2019;Kabas, 2020;Karadag-Caydasi, 2019;Karakuyu & Oguz 2021;Mihalic, 2004;Nevenglosky, 2018;Pence et al, 2008;S.…”

Section: Introductionmentioning

confidence: 99%

Öğretmenleri̇n Öğreti̇m Programina Bağliliklarinin İncelenmesi̇

SAKALLIOĞLU

Özüdoğru

2022

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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The aim of this study is to determine curriculum fidelity levels of teachers and examine their curriculum fidelity according to some variables such as gender, age, teaching experience, level of school, field, the faculty they graduated from, in-service training and getting postgraduate degree. The survey research model was utilized in the research. The sample of the study consists of 500 teachers chosen according to stratified sampling and working at different levels of school in Salihli district of Manisa in the fall semester of the 2021-2022 academic year. Data were collected through the Curriculum Fidelity Scale. Descriptive statistics (mean, standart deviation) and MANOVA were used in the analysis of the data. According to the research results, the curriculum fidelity levels of teachers are at a medium level in sub-dimensions of adherence, duration and program differentiation while they have a high level of curriculum fidelity in the sub-dimensions of quality of program delivery, participant responsiveness, teacher training and school climate. According to MANOVA results it was found that there were no significant differences in teachers’ curriculum fidelity levels according to gender, the faculty they graduated from and having postgraduate degree. However, it was found that age, teaching experience, level of school in which they worked, field and getting in-service training variables had significant differences in teachers’ curriculum fidelity levels in some sub-dimensions of the scale. Based upon the results of the study, it can be suggested that more quality and frequent in-service training activities should be provided for teachers.

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Ortaokul Öğretmenlerinin Öğretim Programına Bağlılıklarının İncelenmesi

Cited by 22 publications

References 4 publications

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers

Öğretmenleri̇n Öğreti̇m Programina Bağliliklarinin İncelenmesi̇

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