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Vol. 16, No. 2, July 2025, Page: 310-320

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Kaso Mustamin et.al (Teachers' Professional Development and….)

Teachers' Professional Development and Instructional

Quality: A Longitudinal Study on Curriculum Reform

Implementation in Primary Schools

Kaso Mustamin

a,1

, Andi Hidayati

b,2

, Hidayah

c,3

, Mumu Muzayyin Maq

d,4

, Yusuf

e,5

a,b,c,e

Universitas Pejuang Republik Indonesia (UPRI) Makassar

Universitas Nahdlatul Ulama Cirebon

[email protected]m;

titi.hidayati64@gmail.com;

hidayakarim448@gmail.com;

[email protected];

yusufuchu0562@gmail.com

kamust1204@gmail.com

INFO ARTIKEL

ABSTRAK

Sejarah Artikel:

Diterima: 1 June 2025

Direvisi: 15 July 2025

Disetujui: 31 July 2025

Tersedia Daring: 7 August 2025

This longitudinal qualitative study investigates the relationship between

teachers' professional development (TPD) programs and instructional

quality during curriculum reform implementation in Indonesian primary

schools. Using a phenomenological approach, this research examines how

TPD initiatives influence teaching practices and classroom instruction

quality over time. The study employed semi-structured interviews with 12

primary school teachers participating in Indonesia's curriculum reform,

conducted at three time points over 18 months. Data were analyzed using

inductive thematic analysis to identify patterns and themes related to

teachers' experiences with professional development and changes in

instructional quality. Findings reveal four major themes: (1) transformative

learning experiences through collaborative professional development, (2)

gradual improvement in pedagogical content knowledge, (3) enhanced

student engagement through differentiated instruction, and (4) persistent

systemic barriers to full implementation. The study demonstrates that

sustained, school-based TPD programs significantly improve instructional

quality when supported by adequate resources and administrative

leadership. However, teachers faced challenges including limited materials,

time constraints, and insufficient follow-up support. The research

contributes to understanding how longitudinal TPD approaches can

effectively support curriculum reform implementation in developing

country contexts. Implications include recommendations for policymakers

to design comprehensive, sustained professional development programs

that address both technical and systemic implementation challenges.

Keywords:

Teacher professional

Development,

Instructional quality,

Curriculum reform,

Primary education

ABSTRACT

Kata Kunci:

Pengembangan profesional

guru,

Kualitas pembelajaran,

Reformasi kurikulum,

Pendidikan dasar

Studi kualitatif longitudinal ini menyelidiki hubungan antara program

pengembangan profesional guru (TPD) dan kualitas pengajaran selama

implementasi reformasi kurikulum di sekolah dasar di Indonesia. Dengan

menggunakan pendekatan fenomenologis, penelitian ini mengkaji

bagaimana inisiatif TPD memengaruhi praktik pengajaran dan kualitas

pengajaran di kelas dari waktu ke waktu. Studi ini menggunakan wawancara

semi-terstruktur dengan 12 guru sekolah dasar yang berpartisipasi dalam

reformasi kurikulum Indonesia, yang dilakukan pada tiga titik waktu selama

18 bulan. Data dianalisis menggunakan analisis tematik induktif untuk

mengidentifikasi pola dan tema yang berkaitan dengan pengalaman guru

dalam pengembangan profesional dan perubahan kualitas pengajaran.

Temuan mengungkapkan empat tema utama: (1) pengalaman belajar

transformatif melalui pengembangan profesional kolaboratif, (2)

peningkatan bertahap dalam pengetahuan konten pedagogis, (3)

peningkatan keterlibatan siswa melalui pembelajaran yang dibedakan, dan

(4) hambatan sistemik yang terus-menerus terhadap implementasi penuh.

Studi ini menunjukkan bahwa program TPD berbasis sekolah yang

berkelanjutan secara signifikan meningkatkan kualitas pengajaran jika

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Vol. 16, No. 2, July 2025, Page: 310-320

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Kaso Mustamin et.al (Teachers' Professional Development and….)

didukung oleh sumber daya dan kepemimpinan administratif yang memadai.

Namun, guru menghadapi tantangan termasuk materi yang terbatas,

keterbatasan waktu, dan dukungan tindak lanjut yang tidak memadai.

Penelitian ini berkontribusi pada pemahaman bagaimana pendekatan TPD

longitudinal dapat secara efektif mendukung implementasi reformasi

kurikulum di negara berkembang. Implikasinya mencakup rekomendasi bagi

para pembuat kebijakan untuk merancang program pengembangan

profesional yang komprehensif dan berkelanjutan yang mengatasi tantangan

implementasi, baik teknis maupun sistemik.

This is an open access article under CC BY-SA license

1. Introduction

The effectiveness of educational reforms fundamentally depends on teachers' capacity to

implement new curricula and pedagogical approaches in their classrooms. While significant

investments have been made in teacher professional development (TPD) programs worldwide,

there remains a persistent gap between policy intentions and classroom practice, particularly in

developing countries undergoing major curriculum reforms (Zolotuhina et al., 2025).

Indonesia's experience with four decades of TPD initiatives exemplifies this challenge, with

repeated reform efforts failing to achieve substantial improvements in teacher quality and

student learning outcomes (Kartini’ et al., 2025).

The Indonesian education system, serving over 50 million students across 300,000 schools,

has undergone significant curriculum reforms aimed at improving educational quality and

competitiveness (Abdelaty, 2023). The most recent reform, Kurikulum Merdeka (Independent

Curriculum), represents a paradigmatic shift toward competency-based learning, differentiated

instruction, and project-based approaches. However, the success of such reforms depends

critically on teachers' ability to transform their instructional practices, which requires sustained

and effective professional development support (Ronel et al., 2025).

Despite extensive research on teacher professional development, several critical gaps

remain in our understanding of how TPD programs influence instructional quality over time

(Retnawati et al., 2025). First, most studies employ cross-sectional designs that provide limited

insight into the developmental processes of teacher learning and practice change. Second, there

is insufficient qualitative research examining teachers' lived experiences during curriculum

reform implementation (Markham, 2025). Third, limited research has investigated the

longitudinal relationship between TPD participation and actual improvements in instructional

quality in developing country contexts.

This study addresses these gaps by employing a longitudinal qualitative approach to

examine how teachers' participation in professional development programs influences their

instructional quality during curriculum reform implementation in Indonesian primary schools.

The research is guided by the following questions: How do teachers experience professional

development programs during curriculum reform implementation? What changes in

instructional quality occur over time as teachers participate in TPD initiatives? What factors

facilitate or hinder the translation of professional development experiences into improved

classroom practice?

The significance of this research lies in its potential to inform evidence-based policies for

teacher professional development in reform contexts. By providing detailed insights into the

processes through which TPD influences instructional quality, this study contributes to both

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Kaso Mustamin et.al (Teachers' Professional Development and….)

theoretical understanding of teacher learning and practical guidance for educational

policymakers and administrators.

2. Method

This study employed a qualitative longitudinal design using a phenomenological approach

to investigate teachers' experiences with professional development and changes in instructional

quality during curriculum reform implementation. The phenomenological methodology was

selected because it enables researchers to examine the lived experiences of participants and

understand the essence of phenomena from their perspective. This approach is particularly

suitable for educational research that seeks to understand complex social experiences and

meaning-making processes (Villa, 2025).

The longitudinal design allowed for the examination of changes and developments over

time, which is essential for understanding the gradual nature of teacher learning and practice

change. Data were collected at three time points over an 18-month period to capture the

developmental processes of teacher professional growth and instructional improvement.

The study was conducted in two districts in Indonesia that were implementing the

Kurikulum Merdeka (Independent Curriculum) reform in primary schools. These districts were

selected based on their active participation in the curriculum reform and their willingness to

support longitudinal research activities. The selection criteria ensured representation of both

urban and rural school contexts, providing diverse perspectives on TPD implementation and

instructional quality challenges.

Participants were selected using purposive sampling to ensure maximum variation in terms

of teaching experience, school context, and professional development exposure. The final

sample consisted of 12 primary school teachers from six schools across the two districts.

Participant characteristics included:

• Teaching experience ranging from 3 to 25 years

• Representation from Grades 1-6

• Mix of urban (7 teachers) and rural (5 teachers) school contexts

• Various levels of prior TPD participation

• Both male (4) and female (8) teachers

All participants were actively involved in curriculum reform implementation and had

participated in at least one formal TPD program related to the new curriculum during the study

period.

Data were collected through semi-structured interviews conducted at three time points:

baseline (T1), 9 months (T2), and 18 months (T3) after initial TPD participation. Each interview

lasted approximately 60-90 minutes and was conducted in Indonesian language at participants'

schools or other convenient locations.

The interview protocol was developed based on the research questions and literature review,

focusing on:

• Teachers' experiences with professional development programs

• Changes in teaching practices and instructional approaches

• Perceptions of instructional quality improvements

• Challenges and facilitating factors in implementation

• Impact on student learning and engagement

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Interview questions were open-ended to allow participants to share their experiences in

depth. Examples of key questions included:

• "Can you describe your experience with the professional development program you

participated in?"

• "How has your teaching practice changed since participating in TPD?"

• "What challenges have you encountered in implementing new instructional

approaches?"

• "How do you assess the quality of your current teaching compared to before the

TPD?"

All interviews were audio-recorded with participants' consent and subsequently transcribed

verbatim for analysis.

Data analysis followed the principles of inductive thematic analysis, allowing themes to

emerge from the data rather than being imposed by predetermined theoretical frameworks. The

analysis process involved six phases following established qualitative research procedures:

• Familiarization with data: Multiple readings of transcripts and initial note-taking

• Initial coding: Systematic coding of interesting features across the entire dataset

• Searching for themes: Collating codes into potential themes

• Reviewing themes: Checking themes against coded extracts and entire dataset

• Defining and naming themes: Ongoing analysis to refine theme definitions

• Producing the report: Final analysis and selection of compelling extract examples

The analysis was conducted using both manual coding and NVivo software to organize and

manage the large volume of qualitative data. A codebook was developed and refined throughout

the analysis process to ensure consistency and transparency.

3. Result and Discussion

This study involved 12 elementary school teachers selected using purposive sampling from

two districts implementing the Independent Curriculum. Participants included teachers with a

range of teaching experience and backgrounds to ensure representativeness. Demographic data

were collected at the beginning of the study and summarized in Table 1 below:

Table 1. Demographic Participant

Characteristic

Category

Frequency

Percentage (%)

Teaching

Experience

3 - 5 years

25.0

6 - 10 years

33.3

> 10 years

41.7

Grade Level Taught

Grades 1-2

33.3

Grades 3-4

33.3

Grades 5-6

33.3

The majority of participating teachers were female (66.7%), with a wide age range, but

concentrated among the 31-35 year olds (41.7%). Teaching experience varied, from 3 to more

than 10 years, with a balanced distribution for those with more than 6 years of experience. Every

elementary school grade level lower, middle, and upper elementary was represented, providing

a comprehensive perspective on the implementation of the new curriculum.

Thematic analysis of the longitudinal interviews yielded several key themes related to

teachers' experiences with professional development and the implementation of the new

curriculum, and their impact on the quality of learning. Below is a detailed description of each

theme, along with excerpts from qualitative data.

Teachers emphasized the importance of collaboration and sustainability in professional

development programs. They revealed that working with colleagues to share experiences and

solve real-life classroom problems significantly deepened their understanding of the teaching

materials and methods (Bartolata Nuňez & Estipona Despi, 2025).

“Regular meetings with fellow teachers made me feel supported, not just told the material.

We exchanged ideas on how to engage students more.” (4th-grade teacher, Sari, T2)

Continuous engagement over 18 months ensured that teachers not only gained new

knowledge but also had the opportunity to practice and reflect on their professional learning

repeatedly.

The findings showed a gradual development in teachers' pedagogical knowledge. From the

initial interview to the final session, teachers reported an increasingly in-depth understanding of

how to use teaching strategies that meet students' needs.

“Initially, I just followed the practice guide, but now I know how to adjust the methods

so that students really understand and are engaged.” (5th-grade teacher, Indri, T3)

Teachers reported increasingly effective use of learning techniques such as project-based

learning and group discussions over time.

Most teachers observed increased student engagement after the professional development,

with the implementation of instruction that differentiated material and activities to suit each

student's needs.

“I started dividing study groups according to students' ability levels. Now they seem more

enthusiastic and active in every lesson.” (Grade 3 teacher, Budi, T3)

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The implementation of differentiated learning has had a positive impact on student

motivation and interaction, crucial aspects of teaching quality.

Although nine teachers reported significant progress, ongoing systemic barriers such as

lack of teaching aids, limited time, and curriculum pressures pose significant challenges.

"Even though I want to apply everything I learn, sometimes limited books and time make

me have to choose what I can do." (Grade 6 teacher, Ahmad, T3)

A critical finding of this study is that collaborative and sustained professional development

forms the cornerstone for meaningful teacher growth and instructional quality improvement.

Teachers emphasized not only the acquisition of new knowledge but, importantly, the social and

interactive nature of learning through peer collaboration as pivotal to their professional growth

(Cohen & Sikenyi, 2025). This aligns with global research stressing that effective professional

development transcends traditional, isolated workshops and emphasizes job-embedded, school-

based learning communities (Aziz et al., 2025)(Olmo-Extremera et al., 2025)

The collaborative model provided opportunities for teachers to share classroom successes

and challenges, co-construct knowledge, and reflect on practices collectively—a process that

transformed professional development from a mere transmission of information into a vehicle

for empowerment and agency (Reid-Griffin et al., 2023). This resonates with the “Professional

Learning Communities” approach, which fosters teacher agency and ownership of curriculum

reform (Brodie, 2018). Teachers in this study reported that ongoing dialogue and peer support

enhanced their confidence and motivation to experiment with new instructional strategies

consistent with the Kurikulum Merdeka’s aims toward learner-centered and competency-based

education.

However, the success of these collaborative structures was contingent on school leadership

support and the allocation of time and space for collegial interactions. Schools with proactive

principals that prioritized professional learning environments showed more sustained teacher

engagement and deeper instructional practice transformations (Lisi & Friesen, 2025). This

echoes previous findings in the literature underscoring that principal leadership is critical in

sustaining effective TPD practices and nurturing school cultures conducive to continuous

improvement (Murtanti et al., 2024)(Nasrullah, 2025).

In the context of Indonesia’s complex educational system, where historical reliance on

cascade training models often dilutes training fidelity and impact (Baiborodova & Shipkova,

2025)(Abdullah et al., 2025), this study affirms the importance of shifting toward models that

embed collaboration and sustained engagement over time.

The study’s longitudinal design illuminated the gradual, non-linear nature of pedagogical

content knowledge development among teachers. Initial engagement in professional

development led many teachers to experiment with surface-level instructional changes, such as

group work or project activities, without fully understanding their pedagogical underpinnings.

However, over time and with continued reflection and practice, teachers developed deeper

insight into structuring lessons that meet diverse learner needs and foster active student

engagement (Freeman et al., 2025).

This developmental trajectory reflects the complex cognitive and affective processes

involved in teacher learning described by various scholars (Johnston et al., 2025). The findings

support the view that pedagogical transformation requires time, iterative support, and

opportunities for teachers to internalize and adapt new knowledge to their specific classroom

contexts. It further confirms that sustained TPD is essential for moving beyond superficial

compliance with curriculum reforms to genuine practice change.

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By the third interview phase, many participants articulated more nuanced understandings of

how to differentiate instruction, integrate formative assessment, and facilitate student autonomy

core components of the Kurikulum Merdeka framework. These gains mirror findings from

international studies indicating that professional development most effectively promotes

instructional quality when it fosters teacher reflection, inquiry, and problem-solving related to

actual classroom challenges (Abdurahman et al., 2025).

One of the most salient outcomes across participating teachers was the increase in perceived

student engagement through differentiated instruction. Teachers reported moving away from

one-size-fits-all pedagogies toward multiple pathways for learning that address students’ varied

readiness levels, interests, and learning styles (Purwowidodo & Mufidah, 2024).

Differentiated instruction, often seen as a sophisticated and challenging pedagogical skill,

emerged as a tangible area of growth facilitated by professional development. Teachers described

applying flexible grouping, varied learning tasks, and multimodal resources to create more

responsive and motivating classroom environments. These findings resonate with current

educational research emphasizing differentiation as key for inclusive, competency-based

learning systems aligned with 21st-century skills (Cohn et al., 2025).

However, teachers also acknowledged the significant time investment and planning

complexity involved in differentiating instruction effectively. This finding illustrates the tension

inherent in reform contexts where aspirational pedagogical models must be implemented within

practical constraints of limited time, materials, and workload pressures (Sukardi et al., 2025).

The reported increase in student participation and motivation echoes global research

identifying teacher development as a crucial leverage point for achieving student-centered

reform goals (Sinaga, 2024). This outcome not only contributes to instructional quality but also

underscores the relationship between teacher professional growth and improved student learning

outcomes (Dewi et al., 2024).

Despite teacher gains, this study highlights that systemic and institutional barriers continue

to hinder the full realization of curriculum reform goals. Limited availability of instructional

resources, inadequate infrastructure (e.g., library materials, technology), policy misalignment

between new pedagogical demands and standardized assessment systems, and administrative

workload were frequently cited obstacles.

This finding is consistent with extensive literature on education reform implementation in

developing country contexts emphasizing that teacher capacity building alone cannot guarantee

reform success without coordinated improvements across systemic conditions (Tariq Ahsan,

2024). The pervasive ‘reform fatigue’ phenomenon, marked by mismatch between ambitious

policy goals and on-the-ground realities, was evident in teachers’ narratives.

For instance, despite engagement in professional learning communities and growing

pedagogical sophistication, teachers experienced time constraints imposed by curriculum

coverage requirements and summative assessments. These pressures often forced teachers to

revert to transmission-based instruction to “cover the syllabus,” undermining student-centered

aims.

This systemic tension emphasizes the necessity for multi-level reform perspectives that

integrate curriculum policy with resource allocation, assessment reforms, and school leadership

development. The literature also points to the role of local education authorities in mediating

reform implementation and providing aligned support a theme echoed by participants’ calls for

clearer guidance and better coordination throughout the reform process (Umasugi, 2025). An

important dimension emerging from this study is the nuanced role of teacher autonomy within

curriculum reform. While professional development implicitly aimed at enhancing teacher

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agency and interpretive flexibility in translating curriculum goals into practice, participants’

experiences reveal both affirmation and limitations of this autonomy.

Teachers valued the opportunity to adapt lessons to student needs and expressed pride in their

growing capacity for innovation. However, many also reported constraints imposed by

standardized testing regimes and rigid instructional timelines, which curtailed full professional

discretion.

This paradox is reflective of broader debates in curriculum implementation scholarship that

challenge the notion of ‘fidelity’ as blind adherence to policy in favor of ‘implementation

integrity,’ where teachers actively interpret and negotiate reform mandates while maintaining

core principles (Chimbunde & Moreeng, 2024). The findings indicate that true professional

autonomy requires supportive conditions, including policy coherence, meaningful leadership

support, and adequate resources.

This study offers fresh insights relevant to both Indonesian and global educational

scholarship. Indonesia’s history of cyclical curriculum reform and mixed outcomes highlights

the critical yet complex role of TPD in bridging policy and classroom practice (Frias & Caparida,

2025). The detailed, longitudinal qualitative data enrich understanding of how teachers

experience reform over time, how instructional quality develops incrementally, and what

persistent challenges impede progress.

Globally, the findings reinforce calls for reimagined professional development models that

emphasize collaboration, sustained engagement, school leadership involvement, and sensitivity

to systemic factors (Roallos, 2024). The study illustrates how theoretical frameworks on teacher

agency, differentiated instruction, and reform implementation integrity play out in real-world,

resource-constrained settings

4. Conclusion

This study underlines that effective teacher professional development is indispensable for

achieving instructional quality improvements amid curriculum reform. Collaborative, sustained

TPD engaged teachers meaningfully, nurtured pedagogical growth, and fostered student-

centered teaching. However, systemic and institutional barriers must be addressed to enable full

realization of reform objectives. The voices and experiences of Indonesian primary school

teachers highlighted here enrich the understanding of reform implementation as a complex,

negotiated process requiring both individual and systemic transformation. This knowledge can

inform policies and practices aimed at advancing equitable, quality education in Indonesia and

comparable contexts worldwide.

5. Acknowledgement

The author(s) would like to express sincere gratitude to all the primary school teachers who

generously participated in this longitudinal study, sharing their valuable time and insights

amidst busy teaching schedules.

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