<![CDATA[This study aims to describe the role of teachers’ professional competence in improving literacy and numeracy skills reflected in the Education Report Card and to identify obstacles and solutions in the Radin Intan Elementary School Cluster, Putra Rumbia District. This study employed a descriptive qualitative approach involving four elementary schools. Data were collected through interviews, observations, and documentation. Data validity was established through source, technique, and time triangulation. The findings show that teachers’ professional competence supports literacy through subject mastery, reading habituation, appropriate learning methods and media, assessment, and follow-up activities. In numeracy, this role is demonstrated through conceptual mastery, contextual learning, learning media and resources, assessment, remedial activities, and enrichment. Obstacles include limited time, facilities, learning resources, technology, internet access, and professional development opportunities. Solutions include teacher working groups, learning communities, training, sharing good practices, and improving facilities. Better professional competence supported by adequate facilities tends to correspond with better literacy and numeracy achievement.]]>
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