Professional development training has been a regular feature in a lot of countries’ education systems to support and ensure the competency level of in-service educational personnel such as teachers or school principals. For example, in Indonesia, there is Diklat Penguatan Kepala Sekolah for school principals and the upcoming Program Guru Penggerak for teachers, and many other professional development trainings by donors, foundations, or non-government organizations. However, the competency of teachers and principals remains a challenge for most countries. Studies by Education Sector Analytical and Capacity Development Partnership (ACDP) show for example that academic supervision competency is what most school principals lack, and The SMERU Research Institute study in 2017 shows 37% of teachers are unable to meet the minimum teaching qualification required by the law. By looking at the insights from the School Leadership training program by INSPIRASI in Indonesia and PEMIMPIN-GSL in Malaysia, we will discuss the missing “ingredients” of professional development training programs that improve the competency that would lead to better student learning.

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