English Teachers’ Difficulties in Arranging Learning Objectives Flow at Vocational High School

This study investigated the challenges that English teachers face in arranging the Learning Objectives Flow under the Emancipated Curriculum in a vocational high school. Using a qualitative descriptive design, data were collected through semi-structured interviews, non-participant classroom observations, and document reviews involving two English teachers and the school’s headmaster. Analysis revealed that teachers experience difficulties primarily due to low comprehension of the new curriculum and unsupportive learning environments. Key determinants include insufficient training on Emancipated Curriculum implementation and limited financial resources—which restrict the availability of modern teaching facilities and proper infrastructure. In response, teachers increasingly engage in self-directed learning, peer-sharing activities, and seek out external training opportunities, while the school provides support by optimizing available budgets and arranging professional development events. These findings highlight the critical need for enhanced teacher training and strategic resource allocation to support innovative curriculum practices. The study offers valuable insights for policymakers and educational leaders aiming to improve curriculum implementation processes and ultimately enhance the quality of English language education in vocational high schools.