<![CDATA[Teacher distribution and welfare remain central challenges in achieving equitable educational quality across geographically disadvantaged regions of Indonesia. In 2026, the Indonesian government expanded its affirmative program for teachers working in disadvantaged, frontier, and outermost areas, including an increased allocation of special teacher allowances. This study examines the policy through the framework of distributive justice, focusing on whether affirmative financial support adequately recognizes the structural burdens experienced by teachers in remote regions. Using a qualitative policy case study, the research analyzes policy objectives, eligibility mechanisms, distribution procedures, and perceived effects among teachers and education stakeholders in Papua. The study distinguishes between equality of treatment and equity of compensation, arguing that teachers working under substantially different geographical, infrastructural, and socioeconomic conditions may require differentiated policy support. The analysis also considers whether financial incentives alone are sufficient to address teacher shortages and retention problems. The study proposes that distributive justice in teacher policy should integrate financial compensation with professional development, housing, transportation, digital connectivity, and career advancement opportunities. By examining teacher welfare as a matter of educational justice rather than merely human-resource management, this research contributes to broader discussions about state responsibility and equitable education provision in geographically marginalized regions.]]>
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