Teacher Competencies to Improve Primary Education in Indonesia: Challenges, Strategies, and Policy Implications

Abstract

Teacher competency is a key factor in determining the quality of primary education. In Indonesia, teachers face multiple challenges in their professional development, including limited access to quality training, ineffective professional development programs, and an uneven distribution of educators between urban and rural areas. This literature review explores these challenges and examines strategies used globally and in Indonesia to enhance teacher competency, using references exclusively from Scopus-indexed articles. Research highlights the importance of Continuous Professional Development (CPD), peer mentoring, and supportive government policies in improving teaching quality. However, Indonesia struggles with barriers such as insufficient technology integration in training and excessive administrative workloads that limit teachers' focus on classroom instruction. In comparison, countries like Finland and Singapore prioritize digital competency, structured professional learning communities, and streamlined administrative responsibilities to improve teacher effectiveness. To address these challenges, Indonesia needs to expand access to high-quality training, integrate digital learning platforms, and implement policies that encourage continuous learning. Strengthening peer mentoring programs and reducing bureaucratic tasks can also help teachers improve their skills and performance. This study emphasizes the need for sustainable and inclusive reforms in teacher competency development to elevate the quality of primary education in Indonesia.