Teacher Personality in Islamic Education in the Digital Era: Philosophical, Moral, Spiritual, and Psychological Perspectives

Abstract

Teachers in Islamic education serve as educators, mentors, and moral exemplars who contribute to students’ holistic development. This study examines teacher personality through the perspectives of Ibn Sina, Al-Ghazali, and Malik Badri, focusing on the integration of intellectual competence, moral integrity, spiritual commitment, and psychological awareness. A qualitative library research approach examined these scholars’ works alongside relevant literature on Islamic philosophy, ethics, psychology, and teacher professionalism. Content analysis identified key concepts, thematic relationships, and implications for educational practice. The findings indicate that Ibn Sina emphasizes intellectual development and rational faculties, whereas Al-Ghazali foregrounds moral purification, sincerity, and spiritual discipline. Malik Badri’s contribution to Islamic psychology highlights self-awareness, human behavior, and the integration of psychological understanding with Islamic values. The synthesis further identifies sincerity, trustworthiness, patience, compassion, and exemplary conduct as ethical foundations for professional responsibility and constructive teacher–student relationships. The complementary roles of murabbi (nurturer), mu‘allim (knowledge transmitter), and mu’addib (moral educator) connect knowledge transmission with spiritual guidance and character formation. The study concludes that teacher personality constitutes a multidimensional construct requiring continuous intellectual, ethical, spiritual, and psychological development. By integrating these dimensions, it provides a conceptual foundation for strengthening teacher professionalism and supporting holistic educational practices grounded in Islamic values.