The Transformation of Teachers’ Personal Competencies in Improving the Quality of Islamic Education

Dewi Ratna Bian; Nurasma Ila Ismail; Nurfitri Salamah; Agus Agus; Mubin Noho

doi:10.58485/jie.v5i2.750

Authors

Dewi Ratna Bian Institut Agama Islam Negeri Ternate, Indonesia
Nurasma Ila Ismail Institut Agama Islam Negeri Ternate, Indonesia
Nurfitri Salamah Institut Agama Islam Negeri Ternate, Indonesia
Agus Agus Institut Agama Islam Negeri Ternate, Indonesia
Mubin Noho Institut Agama Islam Negeri Ternate, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.750

Keywords:

Teacher personality competencies, Islamic education, exemplary behavior, character education

Abstract

Teachers’ personal competencies are the cornerstone of high-quality Islamic education. This article aims to analyze the transformation of teachers’ personal competencies in improving the quality of Islamic education, particularly in the dimensions of spiritual competence, exemplary moral character, and professional integrity. This study employs a qualitative method using a content analysis approach. Data were obtained through a systematic literature review of primary sources, including articles from reputable journals and reference books published within the last five years (2020–2025). The search was conducted using scientific databases such as Scopus, Google Scholar, ERIC, and DOAJ with relevant keywords. Of the 47 initial sources, 28 met the inclusion criteria for further analysis. The results indicate that the transformation of teachers’ personal competencies encompassing the spiritual (ruhiyyah), intellectual (aqliyyah), and physical (jismiyyah) dimensions significantly contributes to the quality of Islamic education. Empirical findings from various studies confirm that teachers with high personality competencies are able to enhance students’ learning motivation, academic achievement, and the development of their religious character. In addition, the transformation of teachers’ personalities also strengthens public trust in Islamic educational institutions and enhances the quality of pedagogical interactions, making them more humanistic and student-centered. The implications of this study emphasize the importance of developing teacher training programs based on Islamic values, mentoring and coaching, creating a conducive madrasah culture, and utilizing technology to support the holistic development of teachers’ personalities.

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