ÖĞRETMENLERİN PROGRAM OKURYAZARLIĞI SEVİYLERİNİN DEĞERLENDİRİLMESİ

Abstract

This research is a comprehensive study on teachers' perceptions of program literacy. The study has examined the impact of variables such as gender, age, educational status, marital status, and professional seniority on program literacy. The analysis results indicate that there is no statistically significant difference in teachers' perceptions of program literacy in terms of gender, educational status, and marital status. However, age and professional seniority variables have shown statistically significant differences. Specifically, teachers in the age range of 49-63 and those with professional seniority of 21 years and above have higher program literacy scores. These results enrich the existing literature on program literacy and provide important insights for educational policies. The analysis results show that variables such as gender, educational status, and marital status do not have a statistically significant impact on program literacy. However, multivariate analyses can be conducted to understand the complex effects that these variables collectively create.