Lesson Planning and Curriculum Literacy in the Context of Teacher Competencies: A Meta – Anaysis Study

This study conducts a meta-analysis to investigate the relationship between teachers’ curriculum literacy and lesson planning competencies in the context of teacher effectiveness in Türkiye. Focusing on 25 empirical studies published between 2015 and 2025, the research synthesizes quantitative data to identify general trends and calculate overall effect sizes. The study aims to provide a statistically grounded understanding of how curriculum literacy influences instructional planning and how this relationship varies based on key variables such as teachers’ professional experience, educational background, and subject area. The findings, obtained using Comprehensive Meta-Analysis (CMA) software, reveal a significant and positive association between curriculum literacy and lesson planning competencies. Teachers generally demonstrate moderate proficiency in planning lessons, with differences emerging across variables like academic qualification and years of service. In addition to assessing effect sizes, the study identifies methodological patterns, strengths, and gaps in the existing literature. The results hold practical implications for improving teacher education policies, designing targeted professional development programs, and revising pre-service training curricula. By presenting a comprehensive synthesis of fragmented research, the study bridges the gap between theory and practice in educational planning. It also responds to the growing global emphasis on teacher accountability and instructional quality. Ultimately, this meta-analysis contributes to the foundation for evidence-based innovation in teacher education and positions curriculum literacy as a key competency for fostering more effective, adaptive, and student-centered instructional design.