Investigation of the Teachers' Curriculum Adaptation Patterns

Abstract

Teachers, due to various reasons, make changes and adjustments to the official curriculum while implementing their teaching programs, which is referred to as curriculum adaptation. This study aimed to examine teachers’ curriculum adaptation patterns. The study was conducted using a quantitative research approach through the survey method. The study group consisted of 473 teachers determined through a convenience sampling method. Data were collected using the Curriculum Adaptation Patterns Scale. Data analysis included percentages, frequencies, means, independent t-tests, one-way analysis of variance, Kruskal-Wallis, and Post-Hoc analyses. According to the findings of the research, teachers’ curriculum adaptation levels were a moderate level. For the total mean score, there were no significant differences based on gender, in-service training, level of education, and the socio-economic level of the region where the school is located variables. However, there were significant differences based on the year of work experience for those with 8-15 years of experience, the type of school where they work (primary and secondary schools), the place of employment (working in districts), the faculty of graduation (education and other faculties), and the weekly teaching hours variable for those with 0-15 hours and 26 hours and more. Significant differences were determined in favor of those who received 86-100 according to the KPSS educational sciences score of the teachers, and 86-100 according to the KPSS field exam, and those who were assigned before the field exam.