Integrating Mu’allim, Murabbi, and Mu’addib Roles in Islamic Teachers' Personality Competence Development

Abstract

Teachers in Islamic education contribute to students’ intellectual, moral, and spiritual development. However, the relationship between these responsibilities and teachers’ personality competence remains insufficiently articulated in discussions centered on instruction. This study examines how three educational roles in Islamic thought—mu‘allim, murabbi, and mu’addib—jointly inform Islamic teachers’ personality competence. A qualitative literature review examined relevant academic books, scholarly articles, and previous research on Islamic educational philosophy, teacher professionalism, and personality competence. Qualitative content analysis involved identifying, classifying, comparing, and synthesizing key concepts and theoretical perspectives. The findings identify three complementary dimensions of teacher responsibility. The mu‘allim role emphasizes knowledge transmission and intellectual guidance; the murabbi role encompasses holistic student development through sustained guidance and care; and the mu’addib role prioritizes moral formation, ethical conduct, and exemplary behavior. Their integration provides a conceptual basis for understanding personality competence through integrity, responsibility, emotional maturity, wisdom, and moral consistency. The study concludes that these roles connect instructional responsibilities with personal character and ethical practice. It contributes an integrative understanding of teacher personality competence within Islamic educational scholarship and offers conceptual implications for teacher education and professional development, particularly for strengthening connections among instructional competence, personal development, and ethical responsibility.