Teacher Quality and Educational Justice: The Need for Professional Development in Indonesia’s Schools

Abstract

This study explores the relationship between teacher quality and educational justice in Indonesia’s schools. Teacher quality is widely acknowledged as a critical factor influencing student achievement and educational outcomes, yet substantial disparities in teacher qualifications, training, and performance persist across regions. The paper examines the current state of teacher professional development in Indonesia, with a particular focus on how it impacts educational justice for students in disadvantaged areas. Using a combination of document analysis, case studies, and interviews with teachers and policymakers, the research identifies key challenges, including insufficient access to continuous professional development, regional imbalances in teacher distribution, and the lack of culturally relevant pedagogical approaches. The study argues that addressing these challenges is essential for achieving educational equity and justice. The paper concludes by recommending policies that prioritize teacher training, mentorship programs, and the equitable distribution of teaching resources to ensure that all students, regardless of background, benefit from high-quality instruction.