Digital Edupreneurship and Teacher Agency Enhancing English Teaching Competencies in the Independent Curriculum
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Abstract
This study examines the role of teacher agency in enhancing the competencies of English teachers in the implementation of the Independent Curriculum in Indonesia. The research focuses on secondary school English teachers who were categorized based on their response to curriculum changes: proactive, reactive, and passive. The findings reveal that teachers exhibiting proactive teacher agency are more agile in adapting to the Independent Curriculum and demonstrate greater development in their pedagogical, social, and professional skills. They leverage the autonomy offered by the Independent Curriculum to innovate teaching practices, incorporating technology and interactive learning approaches. On the other hand, teachers with reactive responses require additional support, including training, time, and resources, to adjust effectively, while those with passive responses tend to cling to traditional teaching methods, showing resistance to change, which hinders their competency development. These results highlight the need for continuous professional development, adequate resources, and collaboration among teachers to ensure the successful adoption of the Independent Curriculum. Structural support and improved communication between schools and teachers are essential to facilitate the effective participation of all teachers, regardless of their level of agency, in implementing the new curriculum.
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