Akademik Veri Yönetim Sistemi
Participatory Educational Research, cilt.13, sa.1, ss.116-134, 2026 (Scopus)
This study investigates the relationships among teachers’ curriculum literacy, educational philosophies, and curriculum design approach preferences. Employing a predictive correlational research design, the study aims to identify both associations and predictive relationships among these key variables. The sample consisted of 348 teachers from various educational levels in Erzurum, Türkiye, selected through random sampling within a convenience framework. Data were collected using three validated instruments: the Curriculum Literacy Scale, Educational Beliefs Scale, and Curriculum Design Approach Preference Scale. The data collection process lasted approximately one month and was carried out in accordance with ethical guidelines approved by the relevant institutional review board. Statistical analyses, including Pearson correlation and multiple regression, were conducted using SPSS 25. Assumptions of normality, linearity, homoscedasticity, and multicollinearity were checked and met. The findings revealed that teachers’ curriculum literacy was positively associated with progressivist and existentialist philosophies, which in turn were linked to learner centered and problem-centered design preferences. Essentialism emerged as a significant predictor of subject-centered design preferences. These results suggest that curriculum literacy enhances teachers’ ability to align their philosophical beliefs with appropriate curriculum design approaches. The study highlights the importance of promoting reflective practice and philosophical awareness through professional development. Enhancing teachers’ curriculum literacy may support more coherent and effective instructional planning, ultimately contributing to improved educational quality.