<![CDATA[This research highlights the urgency of enhancing Kindergarten teachers' readiness in facing educational transformation through the Merdeka Curriculum. The study focuses on analysing the effect of: (1) teachers' self-awareness, (2) teachers' self-management, and (3) the simultaneous influence of both variables on readiness to implement the curriculum. Employing a quantitative ex post facto approach, the research involved 205 Kindergarten teachers across 17 sub-districts in Sleman Regency, Yogyakarta. Sampling was determined based on the Krejcie & Morgan Table using probability and cluster random techniques. Data were collected through questionnaires and analysed with multiple linear regression. The results indicate that self-awareness and self-management, both individually and jointly, significantly influence teachers' readiness for curriculum implementation. These findings confirm that the development of personal capacities is a crucial foundation for effective educational change. The contribution of this study lies in providing empirical evidence that strengthening self-awareness and self-management is not only beneficial for individual teacher growth but also serves as a strategic key in supporting the broader success of early childhood learning transformation under the Merdeka Curriculum.]]>
Copyrights © 2025
