<![CDATA[This study investigates the challenges master teachers face across the preparation, training, and follow-up stages of a continuing professional development (CPD) program on literacy and numeracy conducted by a provincial education office in Indonesia. A qualitative case study design was employed using semi-structured interviews with three purposively selected informants (master teachers) during a four-day offline training program in 2023. The results showed distinct challenges at each stage of the CPD process. During preparation, teachers struggled with time conflicts and late notifications. During training, weak time discipline, excessive hours, and substitute participant misalignment disrupted program delivery. In the follow-up stage, obstacles emerged at three levels: classroom (student competency variation, low reading habits, adaptation challenges, and time constraints), peer (limited teacher engagement), and district (overlapping schedules). These findings indicate that CPD effectiveness is influenced not only by program content but also by how logistical and systemic obstacles are addressed. Strengthening institutional support and scheduling coordination can enhance teacher engagement, refine classroom practice, and facilitate effective knowledge dissemination, ultimately promoting sustainable professional development outcomes.]]>
Copyrights © 2026
