<![CDATA[Teacher competence is a strategic factor in determining the quality of education in Indonesia. This study aims to analyze the role of Continuous Professional Development (CPD) policies in improving teacher competence. Using a qualitative approach with literature review methods, this research examines various regulations, programs, and implementation of CPD that have been carried out by the government. The results show that CPD policies, including teacher certification, functional training, and the Teacher Professional Education (PPG) program, have significantly contributed to improving teacher pedagogical and professional competencies. However, several challenges were identified, such as uneven distribution of training, limited budget allocation, and low teacher motivation to participate in self-development activities. This study recommends the need for a more integrated CPD policy approach, strengthening the teacher working group (MGMP) system, and utilizing digital technology to expand access to professional development for teachers in remote areas.]]>
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