The Regulatory Professional Paradox: Developing Inclusive and Sustainable Professionalism among Early Childhood Education (ECE) Teachers

This study examines strategies to strengthen the professionalism of Early Childhood Education (ECE) teachers in Manggarai Regency through a literature review. The analysis centers on three core pillars: academic qualification, teaching competence, and teacher welfare. Data were sourced from national policy documents, the 2025 Indonesian Education Report, and academic literature, including Starting Strong VI (OECD), the EPPE/EPPSE longitudinal study, and a meta-analysis on teacher coaching. The findings indicate that the predominance of nonformal ECE institutions, which are not recognized under Law No. 14 of 2005, impedes the implementation of quality standards as stipulated by Ministerial Regulation No. 137 of 2014. Local initiatives, such as bachelor’s degree scholarships and holistic-integrative training, have been introduced but have not sufficiently addressed classroom practices or economic well-being. The study recommends that the national ministry takes the initiative in regulatory reform, while the district office and school networks should simultaneously focus on strengthening affirmative policies at the regional level. This approach is seen as strategic to achieving inclusive and sustainable teacher professionalism in ECE.