The Concept of Teacher Personality in Islamic Education: Exploring Qur’anic Principles and Prophetic Guidance
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Abstract
Teacher personality influences students’ character, moral values, and spiritual development, extending educators’ responsibilities beyond knowledge transmission. In Islamic education, these responsibilities require the integration of professional competence with ethical and religious commitments. This study examines teacher personality from an Islamic perspective grounded in Qur’anic values and Hadith teachings, focusing on Islamic personality concepts, teacher roles, and moral characteristics. A qualitative library research approach was employed, using content analysis of primary sources comprising Qur’anic verses and Hadith and secondary sources comprising Islamic educational literature and relevant academic studies. The findings indicate that Islamic teacher personality integrates intellectual understanding, spiritual awareness, and moral conduct. The concepts of ‘aqliyah and nafsiyah represent Islamic thinking and behavioral orientations, respectively. Teachers’ responsibilities are articulated through their roles as murabbi (nurturer), mu‘allim (knowledge provider), and mu’addib (character builder). Essential characteristics include sincerity (ikhlas), trustworthiness (amanah), patience (sabr), compassion (rahmah), and exemplary conduct (uswah hasanah). Together, these findings position moral integrity and spiritual responsibility as integral dimensions of teacher professionalism alongside teaching competence. The study provides a conceptual basis for developing teacher personality through Qur’anic and Prophetic guidance, highlighting its relevance to meaningful and holistic educational practice.
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