From Beliefs to Classroom Realities: A Mixed-Methods Study on High School Teachers’ Perspectives on Education and Curriculum Adaptation Patterns

Date

2026-5-20

Author

Koçaş, Şule Eylem

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This study examines whether curriculum adaptation decisions differ between teachers with progressive and traditional educational views. To this end, teachers’ educational views and the curriculum adaptation patterns were examined, and the factors influencing these decisions were analyzed. An explanatory sequential mixed-methods design was used. Quantitative data were collected from 171 teachers working in four different types of high schools in the Çankaya district using the Curriculum Adaptation Patterns Scale and the Views on Education Scale. The Mann-Whitney U tests were used to examine differences in curriculum adaptation patterns based on teachers’ educational views. In the qualitative phase, semi-structured interviews were conducted with 18 teachers. The findings show that teachers predominantly prefer the extending pattern, while the omitting pattern is used to a limited extent, and that teachers generally hold progressive educational views. Additionally, the quantitative analysis revealed no statistically significant differences in curriculum adaptation patterns between teachers with different educational views. Qualitative findings, however, suggest that adaptation decisions cannot be explained solely by educational views; contextual factors such as time constraints, centralized exam pressure, the quality of curriculum materials, and student needs play a decisive role in this process.

Subject Keywords

Curriculum adaptation, educational views, curriculum adaptation patterns

URI

https://hdl.handle.net/11511/119142

Collections

Graduate School of Social Sciences, Thesis