Teachers' educational beliefs and curriculum orientations: A relational research

Abstract

The purpose of this study was to examine the relationship between teachers’ educational beliefs and curriculum design orientation preferences. In this research, prediction research design, one of the correlation models, was employed. The study group consisted of teachers (n = 182) working in public primary, elementary and high schools in Bilecik province, Turkey. The findings revealed there were significant relationships between the teachers’ educational beliefs and curriculum orientations. According to the regression analysis undertaken, the model was statistically significant as a whole and the teachers’ educational beliefs and curriculum orientations were significantly correlated. The teachers’ educational beliefs predicted 39% of the curriculum orientations. According to these results, it is suggested that the educational beliefs of teachers have a key role in shaping their curriculum orientations.