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

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.