Effectiveness and Implementation of Teacher Quality Improvement Policies: A Systematic Literature Review

Abstract

Introduction Teacher quality is widely recognized as a key determinant of educational quality and student learning outcomes. Consequently, improving teacher quality has become a central focus of education policies worldwide. However, evidence regarding the effectiveness of these policies and the challenges associated with their implementation remains fragmented. This study systematically reviews the development of research, policy types, effectiveness, and implementation challenges related to teacher quality improvement policies by addressing four research questions (RQ1–RQ4). Methods A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were retrieved from the Scopus database using predefined search terms. Of the 70 records initially identified, 25 studies met the inclusion criteria and were analyzed through thematic synthesis to address the research questions. Results Research on teacher quality improvement policies has expanded considerably, particularly during 2023–2026 (RQ1). The identified policies were categorized into four main areas: continuous professional development, collaborative practice-based approaches, digital competency enhancement, and academic supervision and quality management (RQ2). Most studies reported positive outcomes, especially for lesson study, professional development programs, and academic supervision initiatives. Nevertheless, the evidence is largely based on short-term studies, limiting conclusions regarding long-term effectiveness (RQ3). Major implementation challenges include the digital divide, inadequate infrastructure, limited institutional support, and unequal access to professional development opportunities, particularly in rural and developing-country contexts (RQ4). Conclusion Teacher quality improvement policies demonstrate considerable potential to enhance professional competence and instructional quality. However, stronger empirical evidence from longitudinal and controlled studies, together with more equitable implementation strategies, is needed to ensure sustainable and inclusive policy outcomes.