<![CDATA[Professional teacher competence is a key factor in improving the quality of the learning process in elementary schools. This study aims to analyze the effectiveness of professional teacher competence through a Systematic Literature Review (SLR). The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using articles retrieved from the Scopus database. A total of 37 articles that met the inclusion criteria were analyzed using narrative synthesis. The findings indicate that professional teacher competence positively contributes to lesson planning, instructional implementation, student engagement, and learning outcomes. Pedagogical and professional competencies were the most frequently examined dimensions, followed by digital, reflective, collaborative, and inclusive competencies. The effectiveness of teacher competence is influenced by continuous professional development, the integration of digital technology, organizational support, and reflective and collaborative practices. The review also identified several research gaps, including the limited use of mixed-methods and longitudinal designs, as well as the lack of studies examining teacher digital competence related to Artificial Intelligence. These findings provide a comprehensive overview of the current literature and offer directions for future research and educational policies aimed at enhancing the quality of elementary education.]]>
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