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The aim of this study is to examine the curriculum literacy levels of teachers working in public secondary schools in Kayseri in terms of some variables. In this study, a mixed method, in which qualitative and quantitative research designs are considered together, was used. In the quantitative part of the study, the survey model was preferred, and 504 teachers were reached by using the simple random sampling method. In the quantitative part of the study, the data were collected with the "Curriculum Literacy Scale". In the qualitative part of the research, the case study design was used; data were collected through semi-structured interviews with 21 teachers who participated in the quantitative data collection process. According to the quantitative results of the study, it was concluded that secondary school teachers' perceptions of curriculum literacy level were high and that all teachers were highly curriculum literate regardless of their seniority. It was also identified that the school type variable had no effect on curriculum literacy and that there was no significant difference between the curriculum literacy levels of the teachers according to the branch variable. As for the qualitative result of the research, it was concluded that the knowledge levels of the teachers about the term “curriculum literacy” and 4 components of the curriculum (objectives, content, instructional methods and evaluation) were generally sufficient. Accordingly, it was seen that the qualitative results of the research supported the quantitative results. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the life-wide learning habits of public education administrators in terms of various variables. In this study, the survey model was used to determine an existing situation. The research population consists of public education center administrators working throughout Turkey. The sample of the research consisted of 393 public education center administrators working in public education centers in the 2022-2023 academic year. The stratified sampling method was used to determine the sample representing 7 regions of Turkey. The data of the study were obtained using the "Life-wide Learning Habits Scale". In the analysis process, descriptive statistics were calculated for the whole scale and subdimensions. Independent group t-test was performed to compare groups according to gender and marital status. One-way analysis of variance (ANOVA) was used to determine whether the life-wide learning habits of administrators differ according to professional seniority and educational status. The Tukey test was used to identify from which groups the differences between the groups originated. According to the results of the research, life-wide learning habits of administrators were at a high level. The life-wide learning habits of administrators differed significantly according to gender, marital status, and professional experience. It was determined that there was no significant difference according to the education status of administrators. [ABSTRACT FROM AUTHOR]