Teacher Qualifications and Exam Performance: Assessing Basic Education Quality in Indonesia

Abstract

This study examines the relationship between teacher qualifications and national examination results as indicators of basic education quality in Indonesia. Using a qualitative document-based method, it analyzes government reports, academic research, and education policy frameworks to uncover how disparities in teacher certification and deployment influence student performance. The findings reveal that while certified and highly educated teachers contribute positively to learning outcomes, their uneven distribution across regions perpetuates educational inequality. Structural and institutional challenges, including decentralization, limited professional development, and bureaucratic inefficiencies, reduce the effectiveness of certification reforms. The study advocates for policy realignment that prioritizes competence-based evaluations, localized training, and equitable teacher placement. By integrating Human Capital Theory, Educational Equity, and Institutional Theory, the research offers theoretical insights and practical recommendations for enhancing education quality in Indonesia. Its contributions aim to inform both national reform efforts and broader discussions on effective teacher management in developing countries.