Demographic Factors and English Teachers' Readiness for the Emancipated Curriculum in North Kalimantan

Abstract

This research describes English teachers' readiness for implementing the Emancipated Curriculum at senior high schools in North Kalimantan across five dimensions: cognitive, pedagogical, technological, psychological, and institutional support, and analyzes its correlation with demographic factors. A quantitative correlational design was used, involving 65 English teachers selected through purposive sampling from 80 accessible teachers. Data were collected using a structured Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and the Chi-square Test at a significance level of 0.05. Findings reveal overall readiness is high (M = 3.31), with psychological readiness highest (M = 3.42), pedagogical readiness (M = 3.34) and cognitive readiness (M = 3.32), while technological readiness (M = 3.25) and institutional support (M = 3.21) are moderate. Age (r = 0.377, p = 0.002), teaching experience (r = 0.406, p = 0.001), educational background (r = 0.255, p = 0.040), and training participation (r = 0.504, p = 0.001) correlate significantly and positively with readiness, whereas gender (p = 0.273) and certification status (p = 0.090) show no significant association. These findings suggest experiential and professional engagement factors matter more for teacher readiness than static demographic traits, underlining the need for sustained professional development and institutional support.