This study investigates the effectiveness of the Teacher Professional Education (TPE) Programme from the perspectives of the main actors and the key stakeholders and how they are engaged and shaped by the programme to improve teachers' competencies. Extensive education research supports the importance of the voice of individuals working within each role. This research aims to close the knowledge gap by revealing the main stakeholders' perspectives on Teacher Professional Education to improve teacher professional practice. In line with the research questions and the research aims, the study's significance would bridge the gap in the literature and provide policy recommendations to improve the quality of TPE programme implementation and teacher quality. Using the Ecological system theory and complexity theory, this research utilises reflexive thematic analysis (RTA) as a research design and in-depth semi-structured interviews as a data collection method. Five categories of research participants were recruited: in-service teachers, HEI teacher educators, cooperating teachers, school principals and TPE management. Utilising the qualitative convenient sampling method, the total number of participants involved in the study is 25 people. The data analysis uses NVIVO as ensure reliability and a robust research process by producing an audit trail of each stage in RTA. The findings highlight the complex context of TPE, and the voice of stakeholders is paramount to understanding its effectiveness in improving in-service teacher competencies and programme implementation in the future. Considering that there is less research on professional teacher education for in-service teachers, this study will pave the way for Indonesian researchers to explore the research of teacher education programmes further and inform the international audience about a teacher education programme in the Indonesian context.