A Study on Teachers' Perceptions of Curriculum Changes

Abstract

This study aims to examine teachers' perceptions of curriculum change in terms of various variables. The sample of the study consists of 349 teachers working in a city in Turkey in the fall semester of the 2022-2023 academic year. The convenience sampling method was used in the study sample. The Curriculum Changes Perception Scale was used in the study. In the analysis of the data, arithmetic means, standard deviation, independent t-test, one-way analysis of variance were used. According to the results of the study, the resistance levels of the teachers to the curriculum are high. According to the opinions of the teachers, the changes made in the curriculum are not reflected in the learning-teaching process efficiently. Teachers' perceptions of curriculum change do not differ significantly according to gender and professional seniority variables. Teachers' perceptions of changes in the curriculum differ significantly according to the location of the school where they work. Accordingly, it was determined that teachers working in rural areas showed more resistance to the changes in the curriculum. Teachers' perceptions of curriculum change differ significantly according to the type of school they work in. Accordingly, it was determined that teachers working in primary and secondary schools showed more resistance to the changes in the curriculum. Various suggestions have been presented in the context of the results of this study.