The Relationship between Secondary School Teachers' Curriculum Fidelity and National High Stake Tests
Year: 2025
Type: article
Study design: Observational Study
Abstract: In this study, it was aimed to examine the relationship between secondary school teachers' curriculum fidelity and their views on central exams. The study was designed with relational survey model. The population of the study consists of Turkish language, mathematics, science, English language and social studies teachers working in secondary schools affiliated to Diyarbakır Provincial Directorate of National Education during the 2021-2022 academic year. The sample of the study consists of 517 secondary school teachers randomly selected from these field of studies. "Curriculum Fidelity Scale", "Scale of Views on Central Examination" and "Open-ended Questionnaire Form" were used as data collection tools. The data of the study were collected online between 28.06.2021 -14.03.2022. As a result of the study, it was determined that there was no significant relationship between secondary school teachers' curriculum fidelity and their views towards central exams. However, no significant relationship was found between the curriculum fidelity of secondary school teachers working in Supporting and Training Courses and their negative views towards central exams. On the other hand, a positive and significant relationship was found between the curriculum fidelity of secondary school teachers working in the Supporting and Training Courses and their views towards the central exams. Keywords: Curriculum, Curriculum fidelity, high-stakes tests, secondary school teachers,
Source: Athens Journal of Education
DOI: 10.30958/aje.12-4-7
Authors: Tuncay Ardıç, Sedef Süer, İsmail Kinay
Institution: Dicle University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411430627