This narrative study explores the impact of the "Guru Penggerak" program (PGP), a key component of Indonesia's "Merdeka Belajar" educational initiative, on the professional development of in-service English as a Foreign Language (EFL) teachers. This study identified three EFL in-service teachers and focused on the self-esteem and task perception development during the training. Data were collected through semi-structured interviews, narrative frames, and examination of relevant artifacts. The findings indicate that participants agreed about the effectiveness of the Guru Penggerak (PGP) program as in-service training program to help them understand the Merdeka curriculum. Specifically, first research question yields two indicators of improved self-esteem: enhanced understanding of curriculum implementation and better professional development. Meanwhile, two indicators of increased task perception were noted: task management and job performance. Second research question indicate two indicators of better self-esteem: engagement in professional learning communities and teacher previous educational background. In addition, two indicators of enhanced task perception: in-service training and effective utilization of training modules in teaching. Tensions and challenges also were experienced by participants: shifts beliefs, teachers’ workloads, and teachers’ perception of their participation. These insights suggest avenues for refining in-service teacher training programs to better support EFL teachers' professional growth.
