Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels

Duygu Yıldız; İsmail Kinay

doi:10.15869/itobiad.1528310

EN TR

Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels

Öz

It is important that teachers know the curriculum and how to execute it for the curricula to have effective results. Therefore, teachers’ curriculum literacy status and planning competency are required to be evaluated. This research aims to investigate the relationship between the secondary school teachers’ perception of proficiency in instructional planning and curriculum literacy levels. Relational screening model was used in the research. “The Scale for Perception of Proficiency in Instructional Planning” by Gülbahar (2016) and “The Scale for Curriculum Literacy Level” by Kahramanoğlu (2019) were used in the research. The population consists of 5448 secondary school teachers working in central districts of Diyarbakır. The sample corresponds to 675 secondary school teachers determined by simple random sampling. The scales were applied face to face. Descriptive statistics, independent samples t-test, one way analysis of variance (ANOVA) and Spearman's rank correlation coefficient were made use of in data analysis. The findings show that there is no significant difference in secondary school teachers’ perceptions of instructional planning depending on faculty of graduation, school type, weekly hour of lessons, getting in-service training. While school type, weekly hour of lessons, getting in-service training are the variables leading to significant difference in curriculum literacy levels, the faculty of graduation variable does not have an effect on secondary school teachers’ curriculum literacy levels. It was also found that there is a positive relationship between the secondary school teachers’ perception of instructional planning proficiency and curriculum literacy on moderate level. It is suggested that teachers’ knowledge and attitude about the application of the curriculum be evaluated. Accordingly, teachers can be provided with in- service training. Key words: Competency, Curriculum, Curriculum Literacy, Instructional Planning, Lesson Plan

Anahtar Kelimeler

Competency, Curriculum, Curriculum Literacy, Instructional Planning, Lesson Plan

Ortaokul Öğretmenlerinin Öğretimi Planlama Yeterlik Algıları ve Program Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi

Öz

Öğretmenlerin öğretim programını tanımaları ve onu nasıl işe koşacaklarını bilmesi programların etkili sonuç verebilmesi için önemli bir etkendir. Bu yüzden öğretmenlerin program okuryazarlık durumunun ve öğretimi planlama yetkinliklerinin değerlendirilmesi gerekir. Bu araştırma ortaokul öğretmenlerinin öğretimi planlama yeterlik algıları ile program okuryazarlık düzeyleri arasındaki ilişkiyi incelemeyi amaçlamaktadır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Bu araştırmada Gülbahar (2016)’ın “Öğretimi Planlama Yeterlik Algısı Ölçeği” ve Kahramanoğlu (2019)’nun “Öğretim Programı Okuryazarlığı Ölçeği” kullanılmıştır. Araştırmanın evreni Diyarbakır merkez ilçelerindeki ortaokullarda görev yapan 5448 ortaokul öğretmeninden oluşmaktadır. Araştırmanın örneklemi basit seçkisiz örnekleme yoluyla belirlenen 675 ortaokul öğretmenine tekabül etmektedir. Ölçekler öğretmenlere yüz yüze uygulanmıştır. Veri analizinde betimsel istatistiklerin yanında bağımsız örneklemler t-testi, tek yönlü varyans analizi (ANOVA) ve Spearman sıra korelasyon katsayısından faydalanılmıştır. Bulgular ortaokul öğretmenlerinin öğretimi planlama yeterlik algılarında fakülte, okul türü, haftalık ders saati, hizmet içi eğitim değişkenlerine göre farklılık olmadığını göstermektedir. Okul türü, haftalık ders saati, hizmet içi eğitim program okuryazarlık düzeyinde anlamlı farklılığa yol açan değişkenler iken mezun olunan fakülte değişkeninin ortaokul öğretmenlerinin program okuryazarlık düzeylerine etkisi yoktur. Ayrıca ortaokul öğretmenlerinin öğretimi planlama yeterlik algıları ile program okuryazarlık düzeylerinde orta düzeyde bir ilişki olduğu bulunmuştur. Öğretmenlerin kendi branşlarının öğretim programlarına yönelik bilgi ve tutumlarının değerlendirilmesi önerilmektedir. Buna göre öğretmenlere hizmet içi eğitim sağlanabilir.

Anahtar Kelimeler

Ders Planı, Öğretimi Planlama, Program, Program Okuryazarlığı, Yeterlik

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Duygu Yıldız ^*
0000-0002-3363-4312
Türkiye

İsmail Kinay
0000-0001-8963-8411
Türkiye

Erken Görünüm Tarihi

14 Haziran 2025

Yayımlanma Tarihi

30 Haziran 2025

Gönderilme Tarihi

5 Ağustos 2024

Kabul Tarihi

10 Haziran 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 14 Sayı: 2

DOI

https://doi.org/10.15869/itobiad.1528310

IZ

https://izlik.org/JA58SA56DS

APA

Yıldız, D., & Kinay, İ. (2025). Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 14(2), 825-851. https://doi.org/10.15869/itobiad.1528310

AMA

1.Yıldız D, Kinay İ. Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels. itobiad. 2025;14(2):825-851. doi:10.15869/itobiad.1528310

Chicago

Yıldız, Duygu, ve İsmail Kinay. 2025. “Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels”. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 14 (2): 825-51. https://doi.org/10.15869/itobiad.1528310.

EndNote

Yıldız D, Kinay İ (01 Haziran 2025) Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 14 2 825–851.

IEEE

[1]D. Yıldız ve İ. Kinay, “Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels”, itobiad, c. 14, sy 2, ss. 825–851, Haz. 2025, doi: 10.15869/itobiad.1528310.

ISNAD

Yıldız, Duygu - Kinay, İsmail. “Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels”. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 14/2 (01 Haziran 2025): 825-851. https://doi.org/10.15869/itobiad.1528310.

JAMA

1.Yıldız D, Kinay İ. Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels. itobiad. 2025;14:825–851.

MLA

Yıldız, Duygu, ve İsmail Kinay. “Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels”. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, c. 14, sy 2, Haziran 2025, ss. 825-51, doi:10.15869/itobiad.1528310.

Vancouver

1.Duygu Yıldız, İsmail Kinay. Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels. itobiad. 01 Haziran 2025;14(2):825-51. doi:10.15869/itobiad.1528310

İnsan ve Toplum Bilimleri Araştırmaları Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.

Investigation of the Relationship Between the Secondary School Teachers’ Instructional Planning Proficiency and Curriculum Literacy Levels

Öz

Anahtar Kelimeler

Ortaokul Öğretmenlerinin Öğretimi Planlama Yeterlik Algıları ve Program Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi

Öz

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Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

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Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

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