A scale development study on measuring science teachers' autonomy on curriculum

Abstract

The purpose of this study is to develop a Teachers' Autonomy on Curriculum Scale. For this aim, an item pool consisted of 50-item was prepared for the study. These scale items were reduced to 29 items after expert review and pilot implementation. This preliminary form was applied to 178 science teachers working in secondary schools in Izmir, Turkey. Validity and reliability studies have been done and Cronbach's Alpha internal consistency coefficient was calculated as .82. The scale is four-dimensional and reveals 67.4% of the total variance. The scale has four sub-scales (Professional Autonomy, Process Autonomy, Assessment Autonomy, and Planning Autonomy). Confirmatory factor analysis results support that the scale consisted of four subscales (RMSEA= .05, CFI= .98, AGFI= .89, RMR= .05, GFI= .93, SRMR= .06).

A Study on Teachers' Perceptions of Curriculum Changes

“…In this context, the aim of this study is to examine teachers' perceptions of curriculum change in terms of various variables. When the relevant literature is examined, teachers' curriculum fidelity (Aşçı & Yıldırım, 2020;Aytaç, 2021;Yıldız, 2018), curriculum autonomy (Alemdar & Aytaç, 2022;Hong & Youngs, 2014;Yolcu & Akar-Vural, 2020), curriculum design approaches (Aytaç & Kaygısız, 2021;Baş & Şentürk, 2019;Ünsal & Korkmaz, 2017), curriculum literacy (Aslan & Gürlen, 2019;Çetinkaya & Tabak, 2019;Erdamar & Akpınar, 2021). On the other hand, there are limited studies (Kayır & Toraman, 2021) on teachers' perceptions of curriculum change.…”