Analysis of the Influence of Teachers’ Academic Qualification on Education in Indonesia: Evidence from a Systematic Literature Review and Relevance to Mechanical Engineering Vocational

Patricia Septiansari Putri; Ricky Cahyasari Putra; Ade Dwi Putra Janata

doi:10.17509/jmee.v13i2.100809

Analysis of the Influence of Teachers’ Academic Qualification on Education in Indonesia: Evidence from a Systematic Literature Review and Relevance to Mechanical Engineering Vocational

Patricia Septiansari Putri, Ricky Cahyasari Putra, Ade Dwi Putra Janata

Abstract

Teacher academic qualifications have become an important indicator of educational quality, yet findings regarding their contribution to educational improvement remain dispersed across various studies. This study aims to synthesize existing evidence on the influence of teachers’ academic qualifications on education in Indonesia and identify the key factors associated with their effectiveness. A systematic Literature Review (SLR) was conducted using the PRISMA framework to ensure a transparent and structured review process. Ten relevant national and international studies published between 2020 and 2025 were selected and analyzed based on predefined inclusion and exclusion criteria. The findings indicate that teachers’ academic qualifications contribute to educational improvement by strengthening pedagogical and professional competence, enhancing instructional effectiveness, supporting teacher professionalism, and improving student learning outcomes. The review also reveals that the impact of academic qualifications is shaped by multiple interconnected dimensions, including educational standards, professional development opportunities, certification, institutional support, and career-related considerations. These findings suggest that academic qualifications should be viewed not merely as formal requirements but as strategic resources that support teacher development and educational quality enhancement. This study provides a comprehensive synthesis of recent evidence and offers insights for policymakers and educational institutions in designing sustainable teacher qualification and professional development initiatives.

Keywords

Education Quality; Influence Analysis; PRISMA; Professional Development; Teacher Competence

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DOI: https://doi.org/10.17509/jmee.v13i2.100809