A Qur’anic Model of Teacher Professionalism in Islamic Education Management
DOI:
https://doi.org/10.15408/quhas.v14i2.49985Keywords:
maudhu‘i tafsir, Islamic education management, teacher professionalism, ethical education, character educationAbstract
This study examines Islamic education management from a Qur’anic perspective, emphasizing teacher professionalism as the core foundation of educational administration. Using a thematic (maudhu‘i) tafsir approach, the study analyzes Qur’anic verses related to knowledge, teaching, work ethics, pedagogical wisdom, and social responsibility. Data were collected through a literature review, referring to classical and contemporary exegeses, including the works of Ibn Kathir, Al-Maraghi, and M. Quraish Shihab, as well as recent studies on teacher professionalism. The findings indicate that, according to Qur’anic interpretation, teacher professionalism is formed through four interrelated dimensions epistemological (faith-based knowledge), ethical (sincerity and trustworthiness), pedagogical (wisdom and educational methodology), and social (justice and exemplary conduct). These dimensions constitute a normative framework for Islamic education management that prioritizes character development and spiritual responsibility over mere administrative efficiency. This study contributes by offering a Qur’anic-based model of teacher professionalism that is both conceptual and practical, integrating ethical, pedagogical, and social principles in the management of madrasahs.
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