Development of Curriculum Changes Perception Scale and Teachers’ Perceptions of Curriculum Changes

Oct 15, 2026

Uploaded by dabgoudw

The study develops a Curriculum Changes Perception Scale to measure teachers’ perceptions of curriculum changes. An experimental draft was submitted to experts to establish content validity, excluding items with content validity below .80. The 11-item trial form was administered to 162 Turkish teachers using convenient sampling. Exploratory and confirmatory factor analyses produced a two-dimensional structure with significant inter-subscale relationships, high model fit, and a .95 internal consistency coefficient for the full scale.

LanguageEnglish

CategoryResearch & Report

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Pages18

Reading Time45 min

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Abstract

Introduction

Purpose of the Study

Method

Research Design

Development of Curriculum Changes Perception Scale and Teachers’ Perceptions of Curriculum Changes Gökhan KAYIR1 Ministry of National Education Çetin TORAMAN2 Çanakkale Onsekiz Mart University Abstract This study aims to develop a scale to measure teachers' perceptions of curriculum changes. The experimental form created for this purpose was presented to the experts for their opinions. The content validity rates of the items were determined in line with the feedback from experts. Items with a content validity rate of less than .80 were excluded from the study. The 11-item trial form was applied to 162 Turkish teachers from different branches. Sampling was selected through convenient sampling method. With the Exploratory Factor Analyses (EFA), a two-dimensional structure consisting of 11 items, namely “Resistance to Program Changes” and “The Effect of Program Changes on Learning Environments”, was reached. The relationship between the subscales of the scale was examined in the analyzes and it was found that the factors were in a significant relationship with each other. It has been verified as a result of the analysis that the sub-dimensions are components of a structure that includes positive and negative perceptions called teacher perceptions against curriculum changes and that they together form a superstructure. It was determined that the model's goodness of fit indexes were quite high. Confirmatory factor analysis also confirmed the EFA results. The internal consistency coefficient obtained for the whole scale was determined as .95. Keywords: Program Changes, Teacher Perceptions, Scale Development DOI: 10.29329/epasr.2020.345.1 1Dr, Ministry of National Education, Eskişehir, Turkey, ORCID: 0000-0002-9830-0006 Correspondence: [toramanacademic@gmail.com](toramanacademic@gmail.com) 2 Assist. Prof. Dr., Faculty of Medicine, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0001-5319- 0731, Email: [toramanacademic@gmail.com](toramanacademic@gmail.com) Introduction Curricula change quite frequently in Turkey. With the proclamation of the Turkish Republic, curricula were gathered in one hand within the framework of Tevhid-i Tedrisat Law and became parallel with the practices in the west (Varış, 1970) . In the 1950s, the definition of curriculum was changed from “Müfredat Programı” to “Eğitim Programı” which means the Turkish Ministry of Education accepted a broader definition by current studies as the second definition involves a broader meaning. Particularly, in the last 20 years, almost every minister has tried to implement a new program. Even if teachers follow curricula while teaching a subject, they tend to use their ideas and make small or even bigger changes in their lessons. In other words, teachers refer to their past experiences upon which they formulate decisions to change the current situation into one which better suits to their own beliefs, values, and vision of what the teaching situation should be (Duffee & Eikenhead, 1992; OECD, 2009) . Curriculums change in time which is parallel with the educational philosophy of the dominant academicians and administrators. Teachers’ role in implementing curriculums have changed for the past decades. Traditionally the role of teachers was perceived as “executors” of the innovative ideas of the policymakers. Nowadays, there is a consensus in related literature approving the fact that teachers have a leading role in implementing curricula (Ball & Cohen 1999) . In this respect, it can be said that curriculum changes gradually let teachers act more freely (Driel et all, 2008) . Also, Change is a part of our life so the curriculums should be designed to meet this end and teachers should adapt these changes (Şahin, 2020) . Teachers are educated according to one educational philosophy and they tend to use this philosophy during their professional life. Their curriculum orientation is both related to the goals of education, to the rela

FAQs

What is the main purpose of the study?

The study aims to develop a scale that measures teachers’ perceptions of curriculum changes.

How was the initial scale draft validated?

The items were reviewed by experts, and items with content validity rates below 0.80 were excluded.

What factor structure was obtained for the scale?

Exploratory factor analysis produced a two-dimensional structure with 11 items: “Resistance to Program Changes” and “The Effect of Program Changes on Learning Environments,” supported by confirmatory factor analysis.

Oct 15, 2026

Uploaded by dabgoudw