EXPLORING EFL TEACHERS SELF-EFFICACY AND PEDAGOGICAL COMPETENCE IN IMPLEMENTING INDEPENDENT CURRICULUM

This study aims to explore the self-efficacy and pedagogical competence of English as a Foreign Language (EFL) teachers in implementing the Independent Curriculum at senior high schools in Soko Village, Tuban Regency. Employing a qualitative approach through semi-structured interviews and closed-ended Likert-scale questionnaires, this research highlights how teachers design adaptive lessons, apply student-centered learning strategies, and integrate continuous reflection and assessment into their teaching practice. The findings reveal that EFL teachers generally exhibit high self-efficacy, demonstrating confidence in managing classrooms, delivering relevant content, and adjusting instructional methods to meet diverse student needs. However, key challenges remain, particularly regarding limited facilities, the need for ongoing professional development, and the necessity of systemic collaboration and support to optimize curriculum implementation. The study recommends strengthening teacher professional development, improving educational infrastructure especially in rural areas and empowering teachers through reflection and collaboration to enhance English language instruction in the era of the Independent Curriculum.