<![CDATA[Self-reflection is an important process for teachers in developing their professional competence, which includes the ability to assess and improve the effectiveness of learning. This study aims to identify the effect of self-reflection on improving the professional competence of teachers in Elementary Schools. The research method used is a quantitative method with a survey approach. Data were collected through questionnaires distributed to 100 Elementary School teachers in various regions, focusing on measuring the regularity of self-reflection and its impact on improving teaching skills, the ability to adapt to student needs, and the effectiveness of classroom management. The data obtained were analyzed using descriptive statistical analysis and regression tests to see the significant relationship between self-reflection variables and teacher professional competence. The results of the study showed that there was a significant positive relationship between the frequency of teacher self-reflection and the improvement of their professional competence. Teachers who routinely conduct self-reflection tend to have a deeper understanding of their strengths and areas of improvement, so they are able to improve more effective learning methods, be responsive to student needs, and have better classroom management skills. These findings emphasize the importance of self-reflection as an integral part of developing teacher professional competence. This study recommends that schools and educational institutions hold self-reflection training and mentoring for teachers as part of a continuing professional development program.]]>
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