<![CDATA[Teacher certification policy implementation is one of the government's efforts to improve teacher professionalism and educational quality through the Teacher Professional Education (PPG) program. However, there remains a gap between policy objectives and certification outcomes, particularly among elementary school teachers in Bandung Regency, where a considerable number of teachers remain uncertified. This study aims to analyze the implementation of teacher certification policy for elementary school teachers in Bandung Regency during 2023–2024 based on the content of policy and context of implementation dimensions proposed by Merilee S. Grindle. This study employed a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that policy implementation has been supported by relatively good coordination among implementers. However, certification, which is intended to enhance teacher competence and professionalism, is more commonly perceived as a means of obtaining professional allowances. In addition, the implementation process still faces challenges related to limited human resources, dependence on the Basic Education Data system (Dapodik), inadequate facilities and infrastructure, and the central government's dominance in determining quotas and program implementation.]]>
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