An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers

Emine Can Yurt; Asuman Seda Saracaloğlu

doi:10.24106/kefdergi.1876272

EN TR

An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers

Öz

Purpose: This study aims to examine teachers' curriculum literacy self-efficacy perception and cognitive flexibility level in terms of various variables and to obtain teachers' views on this topic. Method: The study employed a exploratory sequential design, which combines both qualitative and quantitative methods. The quantitative sample consisted of 331 teachers from the Ministry of National Education, while the qualitative sample comprised 15 teachers who participated in both phases of the study. Data were gathered using the Curriculum Literacy Scale, Cognitive Flexibility Inventory, and a semi-structured interview protocol. The quantitative data were analyzed using non-parametric statistical tests, while content analysis was employed to examine the qualitative data. Findings: The teachers in this study exhibited strong self-efficacy in curriculum literacy as well as high cognitive flexibility. A notable difference was identified in the 'structural features of the curriculum' subscale, influenced by the type of school, and in both the 'elements of the curriculum' and 'structural features of the curriculum' subscales based on school level. Although teachers showed high overall cognitive flexibility, no significant variations were found in total scores across the different variables considered. However, a meaningful difference emerged in the 'control' subdimension when analyzed by school level. Furthermore, a moderate to strong positive relationship was identified between teachers' self-efficacy in curriculum literacy and their cognitive flexibility. Despite the high levels of curriculum literacy and cognitive flexibility indicated in the quantitative data. External factors such as classroom conditions, administrative and exam pressures, and the mismatch between the curriculum and student needs, and the curriculum's emphasis on cognitive development rather than other areas were found to negatively affect teachers' perceptions of both curriculum literacy and cognitive flexibility. Highlights: It has been observed that teachers are not sufficiently involved in curriculum development studies, and even if they are involved, their opinions are not sufficiently reflected in the curriculum. this situation is critical in terms of teachers' interaction in the classroom in terms of including not only cognitive but also affective goals of students and transforming them into practice.

Anahtar Kelimeler

Curriculum, Curriculum Literacy, Cognitive Flexibility

Öğretmenlerin Program Okuryazarlığı Öz-yeterlik Algısı ile Bilişsel Esneklik Düzeyinin İncelenmesi

Öz

Amaç: Bu araştırma öğretmenlerin öğretim programı okuryazarlığı öz-yeterlik algısı ile bilişsel esneklik düzeyinin çeşitli değişkenler açısından incelenmesi ve öğretmenlerin bu konu hakkındaki görüşlerinin alınmasını amaçlanmaktadır. Yöntem: Araştırmada sıralı karma yöntem tasarımından sıralı-açıklayıcı desen kullanılmıştır. Nicel örneklem Millî Eğitim Bakanlığı'nda görev yapan 331 öğretmenden, nitel katılımcılar ise çalışmanın nicel kısmına katılan 15 öğretmenden oluşmaktadır. Araştırmada veri toplama aracı olarak; Öğretim Programı Okuryazarlığı Ölçeği, Bilişsel Esneklik Envanteri ve görüşme formu kullanılmıştır. Nicel verilerin analizinde non-parametrik testler kullanılırken nitel verilerin analizinde de içerik analizi kullanılmıştır. Bulgular: Öğretmenlerin program okuryazarlığı öz yeterlik algıları ve bilişsel esneklik puanları yüksek düzeyde bulunmuştur. Okul türü açısından program okuryazarlığı ölçeğinin programın yapısal özellikleri alt boyutunda, okul kademesi açısından ise programın öğeleri ve programın yapısal özellikleri alt boyutlarında anlamlı bir fark bulunmuştur. Öğretmenlerin bilişsel esneklik puanlarının yüksek düzeyde olduğu ve değişkenlere göre toplam puanlar açısından anlamlı bir farklılık olmadığı, ancak okul düzeyi değişkeninin kontrol alt boyutunda anlamlı bir farklılık olduğu görülmüştür. Ayrıca öğretmenlerin öğretim programı okuryazarlığı öz yeterlik algısı ile bilişsel esneklik düzeyi arasında orta derecede güçlü ve anlamlı bir pozitif ilişki tespit edilmiştir. Nicel veriler öğretmenlerin program okuryazarlığı algılarının ve bilişsel esneklik düzeylerinin yüksek olduğunu gösterse de sınıfların fiziksel koşulları, yönetim ve sınav baskısı, öğretim programının öğrenci ihtiyaçlarına göre güncellenmemesi ve öğretim proframının ağırlıklı olarak bilişsel gelişim odaklı olması öğretmenlerin program okuryazarlığı algılarını ve bilişsel esneklik düzeylerini olumsuz etkilemiştir. Önemli Vurgular: Öğretmenlerin program geliştirme çalışmalarına yeterince dahil edilmediği, dahil edilseler bile görüşlerinin programa yeterince yansıtılmadığı gözlemlenmiştir. Bu durum öğretmenlerin sınıf içi etkileşimi açısından öğrencilerin sadece bilişsel değil duyuşsal hedeflerine de yer verilmesi ve bunların uygulamaya dönüştürülmesi açısından kritik önem taşımaktadır.

Anahtar Kelimeler

Öğretim Programı, Öğretim Programı Okuryazarlığı, Bilişsel Esneklik

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Programları ve Öğretim (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Emine Can Yurt ^*
Türkiye

Asuman Seda Saracaloğlu
Türkiye

Yayımlanma Tarihi

31 Ocak 2026

Gönderilme Tarihi

7 Kasım 2023

Kabul Tarihi

24 Ekim 2024

Yayımlandığı Sayı

Yıl 2026 Cilt: 34 Sayı: 1

DOI

https://doi.org/10.24106/kefdergi.1876272

IZ

https://izlik.org/JA28JE82UL

APA

Can Yurt, E., & Saracaloğlu, A. S. (2026). An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers. Kastamonu Education Journal, 34(1), 1-17. https://doi.org/10.24106/kefdergi.1876272

AMA

1.Can Yurt E, Saracaloğlu AS. An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers. Kastamonu Eğitim Dergisi. 2026;34(1):1-17. doi:10.24106/kefdergi.1876272

Chicago

Can Yurt, Emine, ve Asuman Seda Saracaloğlu. 2026. “An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers”. Kastamonu Education Journal 34 (1): 1-17. https://doi.org/10.24106/kefdergi.1876272.

EndNote

Can Yurt E, Saracaloğlu AS (01 Ocak 2026) An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers. Kastamonu Education Journal 34 1 1–17.

IEEE

[1]E. Can Yurt ve A. S. Saracaloğlu, “An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers”, Kastamonu Eğitim Dergisi, c. 34, sy 1, ss. 1–17, Oca. 2026, doi: 10.24106/kefdergi.1876272.

ISNAD

Can Yurt, Emine - Saracaloğlu, Asuman Seda. “An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers”. Kastamonu Education Journal 34/1 (01 Ocak 2026): 1-17. https://doi.org/10.24106/kefdergi.1876272.

JAMA

1.Can Yurt E, Saracaloğlu AS. An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers. Kastamonu Eğitim Dergisi. 2026;34:1–17.

MLA

Can Yurt, Emine, ve Asuman Seda Saracaloğlu. “An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers”. Kastamonu Education Journal, c. 34, sy 1, Ocak 2026, ss. 1-17, doi:10.24106/kefdergi.1876272.

Vancouver

1.Emine Can Yurt, Asuman Seda Saracaloğlu. An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers. Kastamonu Eğitim Dergisi. 01 Ocak 2026;34(1):1-17. doi:10.24106/kefdergi.1876272

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

An Examination of Curriculum Literacy Self-Efficacy Perceptions And Cognitive Flexibility Levels of Teachers

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Öğretmenlerin Program Okuryazarlığı Öz-yeterlik Algısı ile Bilişsel Esneklik Düzeyinin İncelenmesi

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