Teacher Empowerment Strategies to Bridge Educational Disparities and Enhance School Quality

Dody Alfayed; Shafa Muthiah; Siti Mulkaf Lailawati; Aslamiah Aslamiah; Celia Cinantya

doi:10.51276/edu.v7i1.1549

Authors

Dody Alfayed Universitas Lambung Mangkurat
Shafa Muthiah Universitas Lambung Mangkurat
Siti Mulkaf Lailawati Universitas Lambung Mangkurat
Aslamiah Aslamiah Universitas Lambung Mangkurat
Celia Cinantya Universitas Lambung Mangkurat

DOI:

https://doi.org/10.51276/edu.v7i1.1549

Keywords:

3T Regions , Educational Disparity, Education Quality, Teacher Empowerment , Teacher Training

Abstract

The disparity in educational quality between urban and rural schools in Indonesia remains a critical obstacle to national development. This study aims to analyze the role of teacher empowerment as a strategic solution to improve school quality amid these inequalities. Using a qualitative literature review, this Research synthesizes academic sources published since 2020 that discuss teacher empowerment and educational quality. The results indicate that empowerment strategies, including continuous professional development, technology-based workshops, and peer collaboration, significantly enhance pedagogical competence, teacher motivation, and student achievement. However, their implementation faces substantial challenges due to uneven teacher distribution and limited infrastructure in frontier, outermost, and disadvantaged (3T) regions. The findings suggest that achieving educational equity requires a systemic shift in which teacher autonomy and capacity building are positioned as core policies rather than supplementary programs. Therefore, policymakers must prioritize investment in human capital in disadvantaged areas to effectively bridge the quality gap and support sustainable national education goals.

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Author Biographies

Dody Alfayed, Universitas Lambung Mangkurat

Was born in Kotabaru, Indonesia, on October 27, 1999. The author completed a bachelor’s degree in Biology Education at Universitas Lambung Mangkurat (ULM) in 2022 and is currently pursuing a master’s degree in Educational Administration at the same university.

Shafa Muthiah, Universitas Lambung Mangkurat

Was born in Muara Teweh, Indonesia, on February 16, 2001. The author completed a bachelor’s degree in Biology Education at Universitas Lambung Mangkurat (ULM) in 2023 and is currently pursuing a master’s degree in Educational Administration at the same university.

Siti Mulkaf Lailawati, Universitas Lambung Mangkurat

Was born in Kotabaru, Indonesia, on August 20, 1975. The author is currently pursuing a master’s degree in Educational Administration at Universitas Lambung Mangkurat (ULM).

Aslamiah Aslamiah, Universitas Lambung Mangkurat

She is the Coordinator of the Master's Program in Educational Administration at Universitas Lambung Mangkurat and a Professor in Educational Management. She earned her bachelor's degree in Educational Administration from Universitas Lambung Mangkurat, her master's degree in Educational Management from UNINUS Bandung, and holds doctoral degrees from the National University of Malaysia and the State University of Malang.

Celia Cinantya, Universitas Lambung Mangkurat

She is a lecturer in the Undergraduate Program of Early Childhood Education (PG PAUD) and the Master’s Program in Educational Administration at Universitas Lambung Mangkurat. She earned her bachelor’s degree from Brawijaya University and her master’s degree from Universitas Lambung Mangkurat.

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