Teachers are the educators of the nation's next generation, therefore their welfare must be considered by the state and one form of welfare given by the government is teacher’s certification. With this certification, teacher salaries can be increased because they are recognized as professionals, but in practice, this teacher certification is still far from perfect because it has not been able to touch all teachers in Indonesia. This encourages the author to conduct research on the subject matter, namely what are the obstacles that arise in the teacher certification process and how the law reconstruction should be based on the value of Pancasila justice where the author uses empirical juridical research methods with primary data obtained from supported fields, Secondary data from literature and statutes analyzed using data triangulation to formulate a conclusion. The results show that the obstacles that arise in implementing teacher certification policies are the weak government support seen by the lack of readiness of the government in implementing policies (availability of human resources and financial resources) which causes the implementation of policies that should be smooth and effective to the contrary, the ambiguity of the Policy, stagnation, and frequent changes in the rules and the length of the policy implementation process as there is a difference in understanding in the implementation of policies as in Article 82 paragraph (2) UUGD where the teacher certification policy should be understood as pre-service training policy, not in-service training. This difference in understanding causes the teacher certification policy to be a policy that has unclear or vague understanding. To overcome this, it is necessary to have a legal reconstruction related to the minimum academic qualifications of teachers to a minimum of S2 (Postgraduate).