摘要：Purpose: This research was conducted to determine the curriculum literacy levels of school administrators.Design/Methodology/Approach: In this research, survey model was used. The study group of this research consists of school administrators working in the city center of Kırşehir. In this context, the research was conducted with the participation of 106 school administrators. In the research, “School administrators curriculum literacy levels scale” which developed by Yar Yıldırım and Dursun (2019) was used as data gathering tool. This scale has four sub-dimensions which are: “Curriculum management skills”, “Attitude”, “Knowledge” and “Instructional design (project) and planning skill”.Findings: As a result of the research, it was found that the average score obtained from the school administrators participating in the research was above the middle score of the scale. In addition, it was determined that school administrators obtained above the middle score of the scale scores from the sub-dimensions of "Curriculum management skills", "Attitude", "Knowledge" and "Instructional design (project) and planning skill".Highlights: Within the scope of the research, it can be said that school administrators perceive themselves as good curriculum literate. One of the important results obtained in the research is that it is determined that the curriculum literacy levels of school administrators do not differ significantly according to variables such as gender, age, branch, professional seniority, management seniority, educational status, school type graduated, type of school which they work at and management status.
