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

2.1 Identification of research questions (RQ)

A systematic literature review was conducted to answer research questions about Effectiveness and Implementation of Teacher Quality Improvement Policies. The research questions focused on:

2.2 Collecting relevant articles

This review employed a systematic search strategy using the Scopus database, as they are recognized as comprehensive sources of high-quality peer-reviewed literature. The search was conducted in January 2026 and covered publications from 2020 to 2026.

The initial database search yielded 420 records from Scopus. After removing 35 duplicate records, 385 studies remained for title and abstract screening. A total of 270 studies were excluded because they did not meet the inclusion criteria. Subsequently, 115 full-text articles were assessed for eligibility, resulting in the exclusion of 45 articles. Finally, 70 studies were included in the systematic review. To ensure the robustness of the findings, a quality assessment was conducted, and 25 high-quality studies were selected for in-depth synthesis regarding the effectiveness and implementation of teacher quality improvement policies. And explained at Table 1. Search Keywords and Boolean String. The search keywords and Boolean string used in this review are presented in Table 1.

Boolean string

2.3 Selecting papers that are relevant to the research questions (RQ)

The research questions were based on the keywords “teacher quality”, “teacher professional development”, “education policy”, “systematic literature review”, “PRISMA” with the criteria of English-language papers with complete text published between 2020 and 2026. The selection of papers that met these criteria used the inclusion and exclusion methods described in Table 2.

Through systematic database searches, a total of 420 articles were initially identified. These articles were then filtered based on publication year (2020–2026), language, and relevance to the research keywords, resulting in a refined selection for further screening. The PRISMA flow diagram illustrating the identification, screening, eligibility assessment, and inclusion process is shown in Figure 1.

Figure 1. PRISMA flowchart of article screening and selection process.

Figure 1 shows 25 selected articles on Effectiveness and Implementation of Teacher Quality Improvement Policies based on journal publication years from 2020 to 2026. The PRISMA flow diagram adopted in this study follows the framework presented by⁷¹ which illustrates the systematic process of article identification, screening, eligibility assessment, and final inclusion. The inclusion and exclusion criteria applied during study selection are summarized in Table 2.

Analyzing selected articles

The systematic search initially identified 420 articles published between 2020 and 2026 across selected databases. After removing duplicates and applying inclusion and exclusion criteria, 70 articles were screened.

Further screening based on relevance resulted in 385 articles being assessed for feasibility. Subsequently, 70 articles were evaluated for eligibility through full-text review. Finally, 25 articles were included in the analysis, ensuring that the selected studies were highly relevant and aligned with the research objectives. The distribution of the 25 included articles across each research question is summarized in Table 3. The detailed list of the 25 final inclusion articles is presented in Table 4.

This study has several limitations. First, the search utilized only one database (Scopus), so relevant articles from other databases (e.g., Web of Science, ERIC) may not have been identified. Second, the language and time-frame restrictions may introduce selection bias toward certain literature. Third, the synthesis is qualitative in nature and therefore does not produce combined effect estimates as a meta-analysis would. These limitations should be considered when interpreting the results.

2.4 Quality assessment

To ensure the methodological rigor of the included studies, a quality assessment was conducted using the Mixed Methods Appraisal Tool (MMAT) 2018. The MMAT was selected because the reviewed studies employed diverse research designs, including qualitative, quantitative, and mixed-methods approaches.

Each study was assessed based on five methodological criteria relevant to its design. The quality assessment process was conducted independently by two reviewers. Any disagreements were resolved through discussion until consensus was reached.

Studies were classified into three quality categories High quality (80–100%), Moderate quality (60–79%), Low quality (<60%). No studies were excluded solely based on quality scores; however, the quality assessment results were considered during the interpretation of findings. The percentage of quality assessment explained at Table 10.

Publication bias was considered during the review process. To minimize reporting bias, comprehensive search terms were applied within the Scopus database, and both positive and negative findings were considered during data extraction and synthesis.

A formal certainty assessment such as GRADE was not conducted because the included studies employed heterogeneous methodologies and outcome measures that were not suitable for quantitative evidence grading.

3.1 What are the trends in publications, geographical distribution, and research methods in studies on teacher quality improvement policies? (RQ1).

A review of 70 articles shows a substantial increase in research on teacher-quality improvement policies from 2020 to 2026. The annual distribution of publications reveals a marked upward trend which 6 articles in 2020, 1 in 2021, 6 in 2022, 7 in 2023, 12 in 2024, 26 in 2025, and 12 in 2026, with some 2026 articles still in early publication status. The pronounced surge in 2024 and 2025 suggests that teacher quality improvement has become a focal point of academic inquiry, corresponding with the rapid digital transformation and heightened post-pandemic expectations for teacher professionalism. The annual publication trend from 2020 to 2026 is presented in Table 5, showing a substantial increase in publications, particularly in 2024 and 2025.

The focus of research has shifted from teachers social emotional competencies^2,11,61 to contemporary topics such as the integration of digital skills and artificial intelligence in teacher professional development.^4,23,65 Recent studies on STEM-based professional development⁴ and hybrid models of continuous professional development⁴⁹ illustrate current directions that combine pedagogical content with technological advancements. The diversity of publication sources, including journals such as Humanities and Social Sciences Communications, Teaching and Teacher Education, and Computers and Education, demonstrates recognition of this topic across education, educational technology, and social science disciplines. The evolution of research focus in teacher quality improvement policy studies is summarized in Table 6, indicating a shift from social-emotional competencies toward digital skills, artificial intelligence integration, and hybrid professional development models. The key findings related to publication growth, shifts in research focus, digital transformation, interdisciplinary recognition, and emerging research directions are synthesized in Table 7.

3.2 What types of teacher quality improvement policies are implemented in various educational contexts? (RQ2).

The mapping results indicate that RQ2 encompasses the broadest scope and is addressed by the majority of the included articles. The identified policies and interventions can be categorized into several distinct groups.

3.2.1 Continuous Professional Development (CPD)

Several studies examine models of continuous professional development, such as structured programs,¹³ community-based CPD models,³⁵ hybrid models that combine in-person and online components,⁴⁹ and a heutagogical approach that emphasizes teachers’ self-directed learning.⁴⁶ In-service training¹⁶ and faculty development programs⁶⁷ are also prevalent policy forms in higher education contexts.

3.2.2 Collaborative Practice-Based Approaches

Lesson study is one of the most consistently examined approaches for improving teacher quality, in both mathematics teacher training³ and English language teacher training.^24,68 The CDIO approach³¹ and the CIPO quality assurance model⁵⁷ represent institutional and systemic policy frameworks.

3.2.3 Integration of Digital Competencies and Artificial Intelligence

An increasingly prominent category of policies focuses on strengthening teachers’ digital competencies. These include integrating digital skills into teaching,^28,40 developing prospective teachers’ ICT competencies,³³ integrating artificial intelligence in elementary education,¹⁰ utilizing cloud-based solutions in rural areas,⁵⁰ and implementing the digital dual-teacher model.⁶² This trend demonstrates that digital transformation is now a central focus of contemporary teacher quality policies.

3.2.4 Academic Supervision and Quality Management

Another category of policies addresses supervision and quality management, including community-based academic supervision models,⁴² academic supervision models to improve teacher performance,⁵² reflective supervision,⁶⁶ and quality improvement in teacher professional development.³⁷ Studies examining barriers to educational supervision³⁹ further indicate that supervision is regarded not only as a control mechanism but also as a means for professional development.

The reviewed studies reveal four major categories of policies and interventions aimed at improving teacher quality: (1) Continuous Professional Development (CPD), (2) Collaborative Practice-Based Approaches, (3) Digital Competencies and Artificial Intelligence Integration, and (4) Academic Supervision and Quality Management. Among these categories, digital competency development and AI integration have emerged as prominent contemporary trends, reflecting the growing importance of digital transformation in education. Meanwhile, CPD programs and lesson study remain the most widely implemented approaches due to their demonstrated effectiveness in fostering sustainable professional growth and improving teaching practices. The policies and interventions for improving teacher quality identified in the reviewed studies are summarized in Table 8, covering continuous professional development, collaborative practice-based approaches, digital competencies and artificial intelligence integration, and academic supervision and quality management.

3.3 What is the evidence of the effectiveness of teacher quality improvement policies? (RQ3).

The third research question investigates empirical evidence concerning the effectiveness of implemented policies. Overall, studies addressing RQ3 indicate positive impacts, although the strength of evidence varies.

Professional training and development are reported to enhance teachers’ self-efficacy and professional capacity.^8,16 Visual literacy training²² and the integration of digital skills²⁸ are associated with improved teaching performance and quality. Additionally, studies on digital teaching skills⁴⁰ demonstrate a strong positive correlation with learning quality in higher education. The empirical evidence on the effectiveness of teacher quality policies and interventions is presented in Table 9, which shows that most interventions reported positive outcomes, although the strength of evidence varied across study designs and contexts.

The lesson study approach is consistently identified as effective in enhancing teacher competencies.^3,24,68 Academic supervision models^42,52 and quality improvement management³⁷ also contribute to improved teacher performance. Targeted interventions, including psychological well-being training,¹⁷ pedagogical management programs,⁵⁴ and simulation-based learning,³⁶ further support the conclusion that structured interventions produce measurable outcomes. However, as most studies employ short-term designs and limited sample sizes, generalizations regarding effectiveness should be approached with caution.

The reviewed studies consistently report positive outcomes from teacher quality policies and interventions. Professional training and development programs contribute to increased teacher self-efficacy, professional capacity, and instructional effectiveness. Digital competency initiatives, including digital skills integration and digital teaching skills development, demonstrate particularly strong impacts on teaching and learning quality. Collaborative approaches, especially lesson study, are repeatedly identified as effective mechanisms for enhancing pedagogical competence and reflective practice. The quality assessment results of the included studies are presented in Table 10. Furthermore, academic supervision and quality management systems support improvements in teacher performance and professional growth. Targeted interventions, such as psychological well-being training, pedagogical management programs, and simulation-based learning, also produce measurable benefits. Nevertheless, the overall strength of evidence remains moderate because many studies rely on short-term research designs and relatively small sample sizes, limiting the generalizability of findings across educational contexts. A summary of the main findings related to policy effectiveness is provided in Table 11.

3.4 What are the challenges and gaps in the implementation of teacher quality improvement policies? (RQ4).

The fourth research question examines the challenges and gaps encountered in implementing teacher quality improvement policies. The findings demonstrate that these barriers are multidimensional. The most significant challenges pertain to the digital divide and infrastructure, especially in rural and developing country contexts. The implementation of artificial intelligence is constrained by teacher readiness and infrastructure limitations,^10,65 while the digital divide in rural China restricts equitable access to professional development.⁵⁰ Comparable challenges have been identified in rural teacher training institutions in Liberia⁵³ and in the development of dual competencies in digital teaching.⁶²

At the systemic and institutional levels, recurring obstacles include technical barriers in educational supervision,³⁹ quality assurance challenges in Vietnam,⁵⁷ and institutional issues within teacher professional development organizations.⁶⁴ Additional contextual factors involve the prioritization of cultural aspects in education,⁴⁵ implementation barriers among midwifery educators,²⁵ and concerns related to functional health literacy and teacher resilience.^14,15 Studies addressing the practical implementation of the CDIO approach³¹ and perceptions of the quality of open online courses⁶⁰ further underscore the gap between policy design and its practical implementation.

Research gaps: A synthesis across research questions reveals three primary gaps. First, the predominance of small-scale, short-term studies limits the available evidence on longitudinal effectiveness. Second, equitable access across regions, particularly in rural areas, remains insufficiently addressed by current policies. Third, the integration of technology, including artificial intelligence and digital tools, is advancing more rapidly than policy readiness and teacher capacity, creating an implementation gap that warrants further investigation.

From 70 identified articles, 25 were designated as core inclusions for their alignment with the inclusion criteria and strong relevance to the research questions on the implementation and effectiveness of teacher quality improvement policies. The implementation challenges and related research gaps are summarized in Table 12.

The findings reveal that challenges in implementing teacher quality improvement policies are multidimensional, encompassing digital, institutional, contextual, and implementation-related barriers. The most prominent challenges concern the digital divide, infrastructure limitations, and insufficient readiness for emerging technologies such as artificial intelligence. Furthermore, systemic issues related to supervision, quality assurance, and institutional capacity continue to hinder effective policy implementation. The synthesis also identifies three major research gaps: the lack of longitudinal evidence, persistent inequities in access to teacher development opportunities, and a growing mismatch between technological advancement and policy readiness. These gaps suggest important directions for future research and policy development.

The quality assessment indicated that most included studies demonstrated satisfactory methodological quality. Eighteen studies were classified as high quality, while seven studies were classified as moderate quality. No studies were categorized as low quality. Common methodological limitations included small sample sizes, short intervention periods, and reliance on self-reported measures.

The possibility of publication bias should be acknowledged. Studies reporting positive intervention outcomes are generally more likely to be published than studies reporting null or negative findings. Consequently, the overall effectiveness reported in this review may be somewhat overestimated.

Although the findings consistently indicate positive effects of teacher quality improvement policies, the overall certainty of evidence should be interpreted with caution due to methodological heterogeneity across studies. The major research gaps identified from the synthesis are presented in Table 13, including the lack of longitudinal evidence, equity and regional disparities, and the technology–policy readiness gap.

4.1 Implication

4.1.1 Theoretical implications

Regarding RQ1, the findings indicate that research on teacher quality improvement policies is a nascent and fragmented interdisciplinary field. Theoretically, this suggests the absence of an integrated conceptual framework linking policy types, mechanisms of effectiveness, and implementation conditions. This study contributes by providing an initial typology of policies (RQ2) that can serve as a basis for developing a more cohesive theoretical framework.

Regarding RQ2 and RQ3, the findings reinforce the idea that teacher professional development is most meaningful when embedded in practice (job-embedded), as seen in the consistency of lesson study and collaborative CPD models. However, since the evidence of effectiveness is still preliminary, this theoretical contribution should be presented as a refinement of hypotheses, not as a confirmation of the theory.

4.1.2 Practical implications

Building on the theoretical implications, for practitioners and educational institutions, the findings of RQ2 and RQ3 suggest that interventions based on collaborative practice (lesson study, reflective supervision) and continuous professional development should be prioritized, as they are most consistently associated with improvements in teacher competence. However, given the limitations of the underlying study design, implementation should be accompanied by internal evaluation mechanisms to verify effectiveness within each local context, rather than assuming it based on the results of other studies.

Furthermore, the findings of RQ4 imply that the success of digital competency enhancement programs depends heavily on prerequisite readiness infrastructure, access, and teacher capacity. Institutions are advised not to adopt technology-based interventions without first ensuring the supporting ecosystem is ready, particularly in rural schools or 3 T regions.

4.1.3 Policy implications

Turning to policy, for policymakers, the synthesis of RQ2–RQ4 highlights a mismatch between policy ambitions (particularly digitalization) and on-the-ground implementation readiness. The implication is that policies to improve teacher quality must incorporate assessments of implementation readiness and strategies for equitable access as integral components, not afterthoughts. Policies that focus solely on providing programs without ensuring the implementation conditions are met risk widening quality gaps between regions.

Moreover, since evidence of effectiveness remains limited (RQ3), large-scale policies should be preceded by controlled pilot tests with adequate evaluation before national adoption, so that resource allocation is evidence-based rather than based on assumptions.

4.2 Limitation

4.2.1 Methodological limitations

Exclusive reliance on Scopus as a database may have led to the omission of relevant articles indexed in other sources, such as Web of Science or ERIC. Restrictions related to language and the selected time frame may have introduced bias toward specific types of literature. The qualitative and thematic approach employed in this review does not yield aggregated effect estimates, as a meta-analysis would.

4.2.2 Limitations of the findings

Regarding RQ1, the limited number of articles addressing trends, regions, and methods renders the overview of developments suggestive rather than comprehensive. For RQ3, most evidence of effectiveness is derived from short-term studies, small sample sizes, and self-reported data. The consistent pattern of positive results may also reflect publication bias; therefore, the findings related to effectiveness should not be broadly generalized. For RQ2 and RQ4, the predominance of studies conducted in developing countries limits the generalizability of these findings to other educational contexts.

4.3 Future research

Future research directions emerging from the identified gaps across the four research questions are summarized in Table 14.

For RQ1, broader bibliometric studies and methodological mapping that include multiple databases, as well as analyses of regional distribution and research methods, are necessary to provide a more comprehensive understanding of the field’s development.

For RQ2, future research should investigate the alignment between specific policy types and particular contexts, rather than assuming policies function as universal solutions. This approach may clarify why identical interventions yield varying impacts across different settings.

For RQ3, there is an urgent need for longitudinal studies and experimental or quasi-experimental designs with adequate sample sizes and objective outcome measures, rather than relying solely on self-reports. Additionally, meta-analyses should be conducted once a sufficient number of comparable studies are available.

For RQ4, implementation research should focus on rural contexts and the digital divide to identify prerequisites for success and develop strategies that promote equitable access.