Teachers’ Curriculum Literacy and Individualised Education Program Competencies in Turkey: A Mixed Method Study

This research, designed using a sequential explanatory mixed-methods approach, investigated the relationship between teachers’ curriculum literacy and their IEP (Individualised Education Program) competencies. In the first, quantitative phase of the study, the IEP Competency Scale and the Curriculum Literacy Scale were administered to 570 teachersThe second, qualitative phase involved in-depth interviews with 16 teachers and a formal evaluation of the competency of forty teacher-prepared IEPs. According to the research results, it was determined that teachers’ educational background and professional seniority had an impact on curriculum literacy and IEP competencies. In addition, it was determined that there was a positive significant relationship between curriculum literacy and IEP competencies, and teachers’ curriculum literacy levels significantly predicted IEP competencies. Furthermore, a significant positive correlation was found between curriculum literacy and IEP competencies, and teachers’ curriculum literacy levels were determined to significantly predict their IEP competencies. The IEPs prepared by the teachers were also found to be adequate. The qualitative findings provided results that support and elaborate on the quantitative relationship found between curriculum literacy and IEP competencies. The results obtained from the study are discussed in detail, and relevant recommendations are provided accordingly.