Continuously updated curriculum programs due to technological advancements, changing classroom practices, and new approaches increase the importance of curriculum literacy. The purpose of this study is to determine Turkish teachers' perceptions of the Turkish Curriculum and to determine their curriculum literacy levels. The participants of the study, which was designed as a mixed method, consisted of teachers of Turkish language course working in secondary schools. Curriculum literacy scale, classroom observations, interviews and document analysis were used in the study. According to the results of the scale, teachers see themselves as highly curriculum literate. According to the results of the observations, it was determined that the teachers' achievement and annual plan alignment was low. While textbooks were mostly preferred as content, problems were detected in the execution of the learning-teaching process in line with the objectives of the programme. Measurement and evaluation practices are mostly result-oriented and process-oriented practices are less common. According to the interview results, time, school facilities and exam concerns negatively affect the implementation of the programme. When the research results were evaluated in general, although the teachers evaluated themselves as curriculum literate in the scales and interviews, deficiencies in their compliance with the curriculum were observed in the observation and document review. It is recommended that the curriculum be monitored more effectively during its implementation.
Özen et al. (2026) studied this question.