Indonesian secondary ELF teachers’ responses to curriculum policy and implementation in North Maluku

This thesis investigates the perspectives and experiences of secondary English as a Foreign Language (EFL) teachers in North Maluku, Indonesia, focusing on their challenges in implementing national curriculum policies. Utilizing a mixed-methods approach, combining quantitative surveys (318 participants) and qualitative in-depth interviews with 15 teachers from urban, suburban, and remote areas, this study provides a comprehensive understanding of the discrepancies between policy expectations and classroom realities in resource-limited settings. Findings reveal significant challenges, including frequent curriculum changes, inadequate infrastructure, insufficient teacher training, and poor communication and support mechanisms. Despite these obstacles, teachers showed resilience by adapting curricula to local contexts, integrating cultural elements, and forming informal support networks to navigate curriculum demands. Grounded in the author’s extensive experience as an English educator in urban and rural Indonesia, this research reveals stark educational inequalities, with urban schools experiencing better resources and support compared to remote counterparts. This study aims to bridge the gap between national curriculum policies and the realities faced by teachers in remote areas by amplifying the voices of North Maluku EFL teachers. It explores how these educators interpret curriculum policies, adapt them to their local contexts, and overcome barriers in their teaching practices. The findings call for context-sensitive curriculum reforms that address the unique needs of remote areas, aiming to bridge the gap between national policies and local realities. This research offers insights for policymakers to create a more inclusive and effective educational system that meets the diverse needs of learners across Indonesia.