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The study uses a relational survey model with 517 randomly selected secondary school teachers from Turkish language, mathematics, science, English language, and social studies fields in Diyarbakır (2021–2022). Data were collected online with a Curriculum Fidelity Scale, a Scale of Views on Central Examination, and an open-ended questionnaire form. Results show no significant overall relationship, with role-specific patterns in supporting and training course teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-relationship-between-secondary-school-teachers-curriculum-fidelity-and-national-high-stake-tests/593349/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-relationship-between-secondary-school-teachers-curriculum-fidelity-and-national-high-stake-tests/593349.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"To examine the relationship between secondary school teachers’ curriculum fidelity and their views on central national high-stakes exams.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and from whom?",{"text":117,"@type":113},"The study used a relational survey model with 517 randomly selected secondary school teachers. Data were collected online using the Curriculum Fidelity Scale, a Scale of Views on Central Examination, and an open-ended questionnaire.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about the relationship between curriculum fidelity and exam views?",{"text":121,"@type":113},"Overall, there was no significant relationship between teachers’ curriculum fidelity and their views toward central exams. However, for teachers working in Supporting and Training Courses, relationship patterns differed between negative and positive views.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593349,1792105614,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Relationship between Secondary School Teachers'Curriculum Fidelity and National High Stake Tests  \nBy TuncayArdıç∗, Sedef Süer ±& İsmail Kinay °  \nIn this study, it was aimed to examine the relationship between secondary schoolteachers' 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 schoolteachers 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.  \nKeywords: Curriculum, Curriculum fidelity, high-stakes tests, secondary schoolteachers,  \nIntroduction  \nThe experiences in the teaching and learning process are too important to be left to do random activities. Therefore, following a program is necessary for the realization of educational goals and experiences. Curriculum refers to all teaching activities, such as academic material and courses taught in a school or any educational institution, to educate individuals in line with the goals and needs of the age (Bas & Sentürk, 2019; Zaman & Khawaja, 2022). Curricula stands at the center of education systems and function as maps that can help determine the objectives, contents, the way and criteria for the realization of the educational goals in the educational process (Çetinkaya & Tabak, 2019). While well-organized curricula enable students to acquire lifelong learning and thinking skills and daily life skills, they guide educational activities, teachers, students and parents by consciously using the  \n∗Assistant Professor, Dicle University, Ziya Gökalp Faculty of Education, Department of Educational Sciences, Turkiye.  \n±Associate Professor, Dicle University, Ziya Gökalp Faculty of Education, Department of Educational Sciences, Turkiye.  \n°Associate Professor, Dicle University, Ziya Gökalp Faculty of Education, Department of Educational Sciences, Turkiye.  \nopportunities (Bay et al., 2017) . Curricula are evaluated and revised at regular intervals in parallel with the changes in current life. However, no matter how much the curricula are well improved and developed; they need to be implemented completely and in fidelity with support of all stakeholders (LaChausse et al., 2014;Özcelik, 2014). This makes it necessary for the curricula to be implemented in line with its original design, which brings the concept of fidelity to the agenda.  \nFidelity refers to the intended implementation of a plan (Gresham, 1989), and fidelity studies have their origins in E. M. Rogers' Diffusion of Innovations Theory (Dusenbury et al., 2003). The first studies of fidelity were initiated in the 1970s-80sto determine the effectiveness of the curricula developed to prevent substance use in the health sector, and from there it spread to the education and service sectors (Vartuli & Rohs, 2009). On the other hand, curriculum fidelity in the field of education is defined as the faithful implementation of the curriculum to its original design by t","cbCaie59MtdA7kFN","https://ap.wps.com/l/cbCaie59MtdA7kFN","pdf",301738,25,"English","# Introduction\n## Curriculum and curriculum fidelity\n## Curriculum fidelity studies and teacher implementation\n## Factors affecting curriculum fidelity\n## National high-stakes tests","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To examine the relationship between secondary school teachers’ curriculum fidelity and their views on central national high-stakes exams.\"},{\"question\":\"How were data collected and from whom?\",\"answer\":\"The study used a relational survey model with 517 randomly selected secondary school teachers. Data were collected online using the Curriculum Fidelity Scale, a Scale of Views on Central Examination, and an open-ended questionnaire.\"},{\"question\":\"What were the main findings about the relationship between curriculum fidelity and exam views?\",\"answer\":\"Overall, there was no significant relationship between teachers’ curriculum fidelity and their views toward central exams. However, for teachers working in Supporting and Training Courses, relationship patterns differed between negative and positive views.\"}]","The Relationship between Secondary School Teachers' Curriculum Fidelity and National High Stake Tests | PDF",1792077106,63]