Designing and Validation of Cultural Literacy Framework for Elementary School Teachers

The purpose of this study was to design and validate the cultural literacy framework for elementary school teachers. This research was conducted by sequential explanatory strategy. The thematic analysis method was used in the qualitative part.Potential participants were academic experts in the 1399 academic year who among them 11 participants were identified using Snowball sampling method. The authenticity of the data (validity and reliability) in the qualitative part was ensured by using the technique of investigator triangulation and trustworthiness. Thematic analysis was used to analyze the qualitative data; In the quantitative part, descriptive survey method was used and confirmatory factor analysis was used for validity and Cronbach's alpha coefficient was used to confirm reliability. Findings of the qualitative section includes 1020 basic conceptual propositions, 3 main components, ten criteria and 85 indicators that by drawing the relationships between them, the conceptual framework of teachers' cultural literacy was formed. At the end of the qualitative section, based on the initial framework obtained from this section, a questionnaire was developed and using it, the opinions of 200 elementary school teachers in district one of Shiraz city regarding the relationship and appropriateness of the components of the framework were received. Confirmatory factor analysis on the data of the quantitative section confirmed the framework derived from the results of the qualitative section, and based on this, the proposed framework of cultural literacy of elementary school teachers was approved. This framework can be used as a tool for measuring cultural literacy as well as designing professional development programs for elementary school teachers.