Critical Thinking Dispositions as Predictors of Teachers’ Curriculum Awareness

This research aims to determine the level of teachers' curriculum awareness and critical thinking dispositions and to examine the relationships between these two variables. The study group consists of 400 teachers working in public schools in the central districts of Bursa province during the 2023-2024 academic year. The research was conducted using the correlational research design. The Curriculum Awareness Scale (CAS) and the Turkish version of the California Critical Thinking Dispositions Inventory (CCTDI-T) were used as data collection tools. The data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression analysis. The results showed that the teachers' overall levels of curriculum awareness and critical thinking dispositions were generally high. Furthermore, there were positive and statistically significant relationships between teachers' curriculum awareness and critical thinking dispositions. It was also found that teachers' critical thinking dispositions significantly predicted their level of curriculum awareness. These findings suggest that developing teachers’ critical thinking dispositions and skills may be a key factor in enhancing curriculum awareness.