<![CDATA[The teacher certification program is a national policy designed to enhance the professionalism and quality of educators in Indonesia. Although it has been implemented for over a decade, the effectiveness of certification in improving the quality of elementary school teachers remains a subject of ongoing debate. This article aims to review recent empirical literature (2018–2024) on the impact of teacher certification on the quality of primary education, specifically focusing on professional competence, teaching practices, and student learning outcomes. Using a systematic literature review approach involving 20 national and international scholarly articles, the study finds that while certification offers administrative advantages and greater professional recognition for teachers, its impact on the actual quality of learning is not yet consistent, equitable, or sustainable. Some studies highlight a disconnect between certification status and the implementation of effective teaching practices, while improvements in student outcomes remain inconsistent across different school settings. In light of these findings, the study recommends the implementation of post-certification mentoring as a critical step to support ongoing professional development. Furthermore, reflective training that encourages self-evaluation and continuous pedagogical improvement is essential. The role of school principals is also identified as pivotal in teacher development, serving not only as instructional leaders but also as facilitators of teacher growth and learning. These findings emphasize that certification should not be viewed as the endpoint of teacher development but rather as a component within a broader, sustained system of professional growth, which requires integrated and supportive policy measures to achieve long-term improvement in educational quality.]]>
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