Islamic Moral Values, Teacher Professionalism, and Character Formation in Islamic Education
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Abstract
Teacher professionalism in Islamic education connects instructional competence with faith, knowledge, and moral responsibility. This study examines how teacher personality, Islamic moral values, and professional competencies contribute to a holistic understanding of educational quality. Using a literature review approach, it synthesizes relevant scholarship on Islamic teachers’ characteristics, roles, responsibilities, and ethical conduct, alongside implications for teacher education and professional development. The synthesis identifies teacher personality as a foundation for aligning professional responsibilities with religious and moral commitments. Sincerity (ikhlas), trustworthiness (amanah), patience (sabr), compassion (rahmah), and exemplary conduct (uswah hasanah) constitute central ethical expectations. The complementary roles of murabbi, mu‘allim, and mu’addib encompass nurturing students’ holistic development, facilitating knowledge acquisition, and cultivating ethical behavior. Qur’anic values and Prophetic teachings provide an ethical foundation for applying professional competencies in instructional planning, teaching, and assessment. Integrating these competencies with moral responsibility may support effective learning, constructive teacher–student relationships, and students’ intellectual, spiritual, and moral development. The review consequently identifies pedagogical knowledge, practical skills, ethical reflection, and continuous improvement as interconnected priorities for Islamic teacher education and professional development. It also recommends that teacher performance evaluation consider instructional effectiveness alongside moral responsibility. The study concludes that Islamic teacher professionalism requires the coordinated development of competent, ethical, and reflective educators. Its contribution lies in a conceptual synthesis linking teacher personality and professional competence with educational quality and character formation.
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