Abstract:

The aim of this study is to determine curriculum fidelity levels of teachers and examine their curriculum fidelity according to some variables such as gender, age, teaching experience, level of school, field, the faculty they graduated from, in-service training and getting postgraduate degree. The survey research model was utilized in the research. The sample of the study consists of 500 teachers chosen according to stratified sampling and working at different levels of school in Salihli district of Manisa in the fall semester of the 2021-2022 academic year. Data were collected through the Curriculum Fidelity Scale. Descriptive statistics (mean, standart deviation) and MANOVA were used in the analysis of the data. According to the research results, the curriculum fidelity levels of teachers are at a medium level in sub-dimensions of adherence, duration and program differentiation while they have a high level of curriculum fidelity in the sub-dimensions of quality of program delivery, participant responsiveness, teacher training and school climate. According to MANOVA results it was found that there were no significant differences in teachers’ curriculum fidelity levels according to gender, the faculty they graduated from and having postgraduate degree. However, it was found that age, teaching experience, level of school in which they worked, field and getting in-service training variables had significant differences in teachers’ curriculum fidelity levels in some sub-dimensions of the scale. Based upon the results of the study, it can be suggested that more quality and frequent in-service training activities should be provided for teachers.

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