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This study investigates the effectiveness of teacher training policy implementation in Dili Regency, Timor-Leste, utilizing the CIPP (Context, Input, Process, Product) evaluation model. A structured survey was administered to 150 teachers and education stakeholders to assess key determinants influencing implementation outcomes. Quantitative analysis employed Pearson correlation, multiple regression, and path analysis to examine relationships among variables. Findings revealed strong correlations between all independent variables and implementation effectiveness (r > 0.60, p < 0.01). The multiple regression model accounted for 76.3% of the variance in implementation effectiveness (R² = 0.763, F = 123.45, p < 0.001), with Policy Standards exerting the greatest influence (β = 0.243), followed by Resources (β = 0.203) and Implementer Disposition (β = 0.201). Path analysis confirmed the significance of all direct causal pathways, reinforcing the robustness of the model. These results underscore the critical role of clear policy standards, adequate resource allocation, and implementer commitment in enhancing the success of teacher training programs. The study contributes empirical evidence to the discourse on education reform in developing and post-conflict regions, highlighting strategic priorities for policy makers and practitioners. By aligning training initiatives with contextual realities and stakeholder capacities, the findings offer actionable insights for improving teacher professional development in Timor-Leste and similar settings.

The current phenomenon is that higher education has become a commodity that is needed by society in an effort to improve people's living standards. Where quality tertiary institutions are seen literally by the community from the facilities and infrastructure they have as well as the satisfaction of students within the tertiary institution itself. So the aim of this research is to see the influence of service quality on student satisfaction in the political science study program at Jambi University, both simultaneously and partially. The data used are primary and secondary data. Where primary data was obtained from distributing questionnaires to 85 students who were the research samples. The research method used is a quantitative method, while the research tool used is path analysis. The research results show that there is a significant influence of service quality on student satisfaction, both simultaneously amounting to 75%.