Teachers’ Emotional Intelligence and Work Ethic in Implementing the Merdeka Curriculum

 This study aims to explore teachers' emotional intelligence and work ethic in implementing the Merdeka Curriculum and to understand how these dimensions shape instructional practices responsive to students' learning needs. The study is designed using a qualitative descriptive approach involving semi-structured interviews with teachers and school principals in public elementary schools in Dusun Hilir District, South Barito Regency, Central Kalimantan, Indonesia. Data are analyzed thematically through data organization, coding, theme identification, and interpretation of participants' experiences. The interview findings identify five major themes: emotional awareness and regulation in addressing instructional difficulties, professional responsibility oriented toward students' understanding, the relationship between emotional regulation and persistence in instructional improvement, teacher agency in adapting instructional strategies, and school leadership support for professional reflection. The  findings suggest that emotional intelligence enables teachers to interpret students' responses more thoughtfully, while work ethic encourages them to evaluate and revise instructional strategies when learning objectives are not achieved. Supportive school leadership, particularly through reflective instructional supervision, provides opportunities for teachers to strengthen their professional practices. The study concludes that emotional intelligence and work ethic represent complementary dimensions of teacher professionalism in implementing the Merdeka Curriculum. Teacher development initiatives should therefore emphasize pedagogical reflection, professional collaboration, and continuous improvement of students' learning experiences.