Thesis:

Investigating the Relationship Between Curriculum Planning Literacy and Epistemological Beliefs With Effective Teaching of Elementary School Teachers in Esfarayen City in the Academic Year 2024-2025

The present study was conducted with the aim of investigating the relationship between curriculum planning literacy and epistemological beliefs and effective teaching of elementary school teachers in Esfarayen city in the academic year 2024-2025. The present study is of an applied type in terms of its purpose and a descriptive-correlation type in terms of its method of work, and its statistical population consists of all elementary school teachers in Esfarayen city in the academic year 2024-2025, totaling 385 people. The sample size of 200 people was selected based on the Krejci and Morgan table and using the stratified random sampling method. To collect information in this study, Maleki's Curriculum Planning Literacy Questionnaire (2015), Schumer's Epistemological Beliefs Questionnaire (1990), and Mahmoudi et al.'s Effective Teaching Questionnaire (2019) were used. Descriptive and inferential statistics such as Pearson's correlation test and stepwise regression were used using the SPSS25 statistical software. And the results indicated that there is a positive and significant relationship between curriculum planning literacy and teachers' effective teaching and also between epistemological beliefs and teachers' effective teaching. Hence, it can be concluded that teachers who have a high level of curriculum planning literacy and epistemological beliefs have good and high effectiveness in teaching compared to teachers who have a lower level of curriculum planning literacy and epistemological beliefs.

Keywords: Keywords: Curriculum Planning Literacy, Epistemological Beliefs, Effective Teaching