Prediction of Elementary School Teachers' Curriculum Fidelity by Demographic Variables and Curriculum Literacy

Abstract

This study aimed to determine whether or not curriculum fidelity can be significantly predicted by certain demographic variables and level of curriculum literacy in elementary school teachers. The study was designed as a relational survey study and involved the participation of 250 elementary school teachers. For data collection, a personal information form (PIF), the Curriculum Fidelity Scale (CFS), and Curriculum Literacy Scale (CLS) were used. The data collected were analysed using multiple hierarchical regression analysis. According to the findings, gender, seniority, class size, course load, class level, and the number of students with special educational needs (NSSEN) explained 8.7% of the adherence dimension of the CFS. The reading and writing dimensions of the CLS significantly predicted the adherence dimension of the CFS at 4.6%. The predictive variables, i.e., gender, seniority, class size, course load, and NSSEN, explained only 2% of the adaptation dimension of the CFS. The reading and writing dimensions of the CLS significantly predicted the adaptation dimension of the CFS at 19.2%. In summary, the elementary school teachers' adherence behaviours in terms of curriculum fidelity were mainly impacted by demographic variables, whereas their adaptation behaviours were mainly impacted by curriculum literacy.