The relationship between curriculum literacy of teachers, educational philosophies and curriculum design approach preferences

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.