Integrating Intellectual, Ethical-Spiritual, and Psychological Dimensions of Teacher Personality in Islamic Education
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Abstract
Teacher personality in Islamic education connects intellectual, ethical, spiritual, and psychological development with professional responsibilities. This study develops an integrated understanding of teacher personality through a comparative examination of Ibn Sina, Al-Ghazali, and Malik Badri, considering its relevance to contemporary educational contexts. A qualitative library research approach examined the scholars’ primary works and relevant secondary literature on Islamic philosophy, educational ethics, psychology, and teacher professional development. Data were collected through documentation and analyzed using content analysis, thematic categorization, and comparative interpretation. Ibn Sina’s perspective emphasizes rational faculties, intellectual development, and self-awareness; Al-Ghazali foregrounds character formation, sincerity, self-discipline, and spiritual purification; and Malik Badri connects Islamic values with psychological understandings of human behavior and personal development. Drawing on these perspectives and the secondary literature, the synthesis proposes four interconnected dimensions for contemporary teacher personality: ethical foundations and moral integrity; digital literacy, critical thinking, and professional adaptability; social collaboration, reflective practice, and continuous professional development; and emotional resilience. The resulting framework conceptualizes teacher personality as an integration of pedagogical expertise, ethical responsibility, emotional regulation, social competence, and commitment to lifelong learning. The study contributes a conceptual foundation for strengthening teacher education and professional development in Islamic educational institutions by connecting Islamic intellectual traditions with contemporary professional competencies. Further empirical research is needed to examine the framework’s practical application across diverse educational settings.
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