The impact of teacher idealism on curriculum literacy: The role of believing in education as a mediator variable
The role of believing in education as a mediator variable
Abstract
This study examined the relationship between teachers’ curriculum literacy levels, their level of idealism and the level at which they believe in education. The sample group for the study was made up of 480 teachers. The data collection tools used in the study were the “Teachers’ Curriculum Literacy Scale”, the “Teachers’ Belief in Education Scale”, and the “Idealist Teacher Scale”. Confirmatory factor analysis was performed on the scales used and their reliability coefficients were calculated. The study tested a hypothetical model that teachers’ level of belief in education is a mediator in the impact of teacher idealism levels on curriculum literacy levels. In order to test if the hypothetical model was a mediator model, prerequisite models were formed and the models were tested in the software MPLUS 7.4. The requisites being met verified the hypothesis that belief in education is a mediator in the impact of teacher idealism on curriculum literacy. The significance of the results was verified using the Sobel, Aroian and Goodman tests. In this study in which the mediator model, one of the structural equation models, was used, the analysis concluded that the model was acceptable. According to these conclusions, teachers’ level of belief in education mediates the impact of their level of idealism on their level of curriculum literacy.
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