Mapping Teacher Competence and Professional Development in Indonesia: A Systematic Literature Review

Abstract

The research addresses the gap between the demands of adaptive education policies and teachers' readiness in Indonesia, particularly in pedagogical, digital, social, and personal competencies. This study aims to analyze and map the evolution of research on teacher competence and professional development strategies in Indonesia from 2015 to 2025, while identifying the dominant competence domains and strategies. A Systematic Literature Review (SLR) method using the PRISMA 2020 design was employed. The research subjects were literature; 105 articles were identified in the initial search, and 17 met the inclusion criteria for analysis; no test subjects were involved, as the study did not entail experiments. Data were collected via Scopus searches using the keywords "teacher competence," "teacher professional," and "Indonesia," utilizing a data extraction sheet as the instrument. Thematic analysis identified publication trends, competence domains, and professional development strategies. The results indicate an increase in publications and a dominance of professional competence (12 articles), followed by pedagogical and social competencies, with no primary focus on personal competence; Continuing Professional Development (CPD) was the most dominant strategy (8 articles), followed by TPACK integration. In conclusion, teacher professional development needs to be holistic, collaborative, sustainable, and contextual. Consequently, teacher development programs must integrate technical, social, personal, and technological aspects.