<![CDATA[The Teacher Professional Education Program (PPG) is a government policy aimed at enhancing teacher professionalism, as mandated by Law No. 14 of 2005 on Teachers and Lecturers. However, in its implementation, the PPG still faces a number of challenges, including coordination among policy stakeholders, institutional readiness within schools, and teachers’ ability to balance the demands of the PPG with their workload at educational institutions. These conditions indicate that the success of the PPG is determined not only by the policy design but also by the implementation process. This study aims to analyze the implementation of the PPG policy using Grindle’s policy implementation theory, specifically focusing on the dimensions of policy content and implementation context. This study employs a qualitative approach with data collection techniques involving in-depth interviews with education officials and PPG-participating teachers, supplemented by documentary analysis. The results indicate that, in terms of policy content, the PPG program provides benefits in enhancing teachers’ pedagogical and professional competencies and strengthening professional recognition. Regarding the implementation context, the success of the PPG program is influenced by coordination among policy actors, school leadership support, alignment of administrative systems, and teacher commitment. Overall, the implementation of the PPG program can be effective if supported by institutional synergy and the professional accountability of all policy actors.]]>
