Research Information System
SAGE Open, vol.16, no.1, 2026 (SSCI, Scopus)
The epistemological beliefs and democratic values of primary school teachers shape teachers’ curriculum contextualization. This study investigates how teachers’ epistemological beliefs affect curriculum orientations through the mediating role of democratic values; and how these are intertwined in Turkey’s centralized school system through a qualitative component. An explanatory sequential mixed-methods design was conducted to capture the theoretical model and lived experiences. In the quantitative phase with a cross-sectional survey design, survey data were collected from 353 in-service primary school teachers from different schools in seven regions of Turkey, using “The epistemological beliefs scale,”“The democratic values scale,” and “Curriculum design orientations preferences scale.” Structural equation modeling (SEM) confirmed that epistemological beliefs had a direct and an indirect effect on curriculum orientations through democratic values. To further explain this model, the qualitative phase engaged 38 voluntary teachers among those that took part in the quantitative data collection with a phenomenological approach through vignette technique, revealing how beliefs and values shaped pedagogical decision-making. Four teacher profiles emerged from thematic analysis extend the SEM findings. The qualitative data revealed the role of systemic pressures, professional socialization, and cultural norms in teacher profiles. While the SEM indicated that democratic values mediated the relationship between epistemological beliefs and curriculum orientations, vignette analysis revealed that this pathway was most fully realized only among “Transformative” teachers. The study highlights the need to foster professional learning communities that promote reflective dialogue, critical engagement, and democratic pedagogical action in primary education contexts.