<![CDATA[Teacher professionalism is a key factor in determining the quality of primary education. Teacher training is an essential strategy to enhance professional competence and performance. However, current training programs have not been fully effective in improving teacher professionalism across various educational settings. This study aims to examine the influence of teacher training on the professionalism of primary school teachers. A quantitative approach with a correlational survey method was used. The sample consisted of 20 primary school teachers selected through purposive sampling, involving those who had participated in training within the last two years. Data were collected using a Likert-scale questionnaire and analyzed using normality tests and simple linear regression. The results indicate that although the data were normally distributed, the influence of training on teacher professionalism remains low. These findings highlight the need for more contextual, continuous training programs supported by proper mentoring systems. Future research is recommended to involve a broader range of respondents and explore other variables that may influence teacher professionalism.Profesionalisme guru adalah kunci utama dalam menentukan mutu pendidikan dasar. Pelatihan guru menjadi strategi penting untuk meningkatkan kompetensi dan kinerja profesional. Namun, pelatihan yang ada belum sepenuhnya efektif dalam mendorong peningkatan profesionalisme di berbagai satuan pendidikan. Penelitian ini bertujuan mengkaji pengaruh pelatihan guru terhadap profesionalisme guru sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode survei korelasional. Sampel berjumlah 20 guru sekolah dasar yang dipilih melalui teknik purposive sampling, yaitu guru yang telah mengikuti pelatihan dalam dua tahun terakhir. Data dikumpulkan menggunakan angket skala Likert, kemudian dianalisis dengan uji normalitas dan regresi linear sederhana. Hasil menunjukkan bahwa meskipun data berdistribusi normal, pengaruh pelatihan terhadap profesionalisme masih tergolong rendah. Temuan ini menunjukkan perlunya desain pelatihan yang lebih kontekstual, berkelanjutan, dan didukung oleh sistem pendampingan. Penelitian lanjutan disarankan untuk melibatkan responden lebih luas serta mengkaji variabel lain yang dapat memengaruhi profesionalisme guru.]]>
