TEACHER COMPETENCY DEVELOPMENT AND SCHOOL QUALITY ASSURANCE: A GAP ANALYSIS OF TEACHER PROFESSIONAL EDUCATION AND IASP 2024 LEARNING QUALITY INDICATORS

Abstract

This study examines the competency gap between the Teacher Professional Education Program (PPG) and the learning quality indicators of the 2024 School Accreditation Instrument (IASP 2024) from an educational management perspective. A qualitative gap analysis approach was employed using document analysis of PPG and IASP 2024, classroom observations, in-depth interviews, and Focus Group Discussions (FGDs) involving teachers, principals, supervisors, and educational experts. Data were analyzed thematically to identify areas of alignment and competency gaps. The findings show that PPG effectively develops competencies in lesson planning, assessment, and instructional management. However, gaps remain in reflective teaching, differentiated instruction, contextual learning, social-emotional support, and wellbeing-oriented classroom management. Classroom observations indicated stronger implementation of student-centered learning (78%) and assessment practices (70%) than contextual learning (35%), emotional support (40%), and differentiated instruction (45%). Interview and FGD results confirmed that teachers continue to experience difficulties in reflective practice, addressing students’ emotional needs, and adapting instruction to diverse learners.The study concludes that strengthening PPG through the integration of reflective teaching, contextual learning, differentiated instruction, social-emotional pedagogy, and adaptive learning is essential to improve teacher competency and support educational quality assurance in Indonesia.