This study aimed to examine the relationship between curriculum literacy, curriculum fidelity, and autonomy levels of primary, secondary, and high school teachers. Conducted with 210 teachers using a relational research design, the study employed a simple random sampling method. Data were collected through the “Curriculum Literacy Perception Scale,” “Curriculum Fidelity Scale,” and “Teacher Autonomy Scale” and analyzed using statistical methods. Findings revealed that teachers’ perceptions of curriculum literacy were high, while their levels of curriculum fidelity and autonomy were moderate. Curriculum literacy perceptions did not significantly differ by gender, seniority, or school type. Curriculum fidelity levels showed no significant difference by gender but varied significantly by seniority and school type. Autonomy levels did not differ by gender or seniority, yet showed significant variation based on school type. Lastly, a moderate, positive, and statistically significant relationship was found among teachers’ curriculum literacy, curriculum fidelity, and autonomy levels.

Curriculum literacy, curriculum fidelity, teacher autonomy.