Mediating Effect of Teachers’ Curriculum Literacy Between 21st Century Teaching Skills and Teacher Self-Efficacy

Abstract

The study aimed to examine the mediating effect of teachers’ curriculum literacy between 21st-century teaching skills and professional self-efficacy. The study was conducted with the relational survey model. The study group consisted of 463 teachers. In the study, the data were collected using the “Use of 21st Century Teaching Skills Scale,”“Teacher Self-Efficacy Perception Scale” and “Curriculum Literacy Scale.” In the analysis, descriptive statistics and normality assumptions of the variables were tested. After this stage, Pearson product-moment correlation coefficients indicating the relationships of the variables considered within the scope of the structural equation model (SEM) were calculated and it was concluded that the necessary assumptions for the model were met. The SEM was conducted in two steps: measurement and structural modeling. In the study, a positive and moderately significant relationship between teachers’ 21st-century teaching skills, curriculum literacy and professional self-efficacy was determined. Moreover, it was found that curriculum literacy played a mediating role between teachers’ 21st-century teaching skills and teacher self-efficacy. In the context of this research, curriculum literacy can be considered a key competency in the acquisition of 21st-century teaching skills and the formation of teacher self-efficacy perceptions.