The Correlation Between Teacher Agency and Curriculum Literacy
Abstract
Aim: The present study aimed to investigate the correlation between teacher agency and self-perceptions of the teachers about curriculum literacy and to determine whether the impact of curriculum literacy on effective instruction was significant
Design/Methodology/Approach: The study population included 961 teachers employed at public high schools in Bolu province urban center during the 2022-2023 academic year. The study sample included 365 teachers assigned with the convenience sampling method. The present study was conducted with the predictive correlational research design to explore the correlations between the selected variables; curriculum literacy (independent) and teacher agency (dependent). “Teacher Agency Scale” and “Curriculum Literacy Perception Scale” were employed to collect the study data. Statistical analysis of the collected data was conducted with correlation tests and multiple linear regression analysis.
Findings: The study findings revealed that the general perceptions of the teachers about agency and curriculum literacy were high. The correlational analysis indicated that there were positive and significant correlations between the teacher agency (learning agency, teaching agency, optimism, constructive engagement) and curriculum literacy (recognition of the curriculum, implementation of the curriculum, questioning the curriculum, and valuing the curriculum) factors. Regression analysis findings demonstrated that the curriculum literacy sub-dimensions significantly predicted teacher agency.
Keywords
References
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