Predicting Classroom Teachers' Program Evaluation Skills from Program Literacy

Abstract

This study aims to predict the level to which classroom teachers' program literacy explains their program evaluation level, utilizing the "Program Literacy Scale" developed by Bolat (2017) and the "Program Evaluation Scale" developed by Baş (2016). Additionally, we seek to determine the impact of participant demographics, including gender, age, seniority, and faculty type graduated, on these skills. We employed a quantitative research method with a scanning design and a random sampling approach. The study involved 380 classroom teachers from state schools during the 2023-2024 academic year. We analysed the obtained data by using descriptive analyses, independent t-tests, ANOVA tests, Tukey's HSD test, and Simple Linear Regression. Analysis revealed significant differences (p<.05) in program literacy based on teacher age, seniority, and faculty graduation. Additionally, program evaluation skills differed based on gender, seniority, and faculty graduation factors. Importantly, the study found that program literacy positively predicted the level of program evaluation skills. These results suggest a link between teachers' program knowledge and their capability to evaluate program effectively.