Beyond Academic Competence: Managing Teacher Professional Development in Islamic Educational Institutions

Ade Abdul Muqit

doi:10.61987/jemr.v4i6.1357

Authors

Ade Abdul Muqit Universitas Perguruan Tinggi Ilmu Al-Qur'an Jakarta

DOI:

https://doi.org/10.61987/jemr.v4i6.1357

Keywords:

Teacher Professional Development, Islamic Education, Pedagogical Competence, Islamic Values, Institutional Management

Abstract

This study aims to examine the management of teacher professional development in Islamic educational institutions to enhance teacher competence, pedagogical effectiveness, and institutional quality. Teacher professionalism is crucial for shaping learners’ knowledge, moral character, and ethical awareness, yet many development programs remain fragmented and misaligned with teachers’ actual needs. This research employs a qualitative, literature-based approach, synthesizing books, peer-reviewed articles, policy documents, and empirical studies to explore managerial strategies, implementation practices, and conceptual foundations of professional development. Findings indicate that structured professional development, characterized by needs-based planning, active learning, collaboration, coaching, and reflective practice, significantly enhances teachers’ pedagogical and technological competence. Integration of Islamic values strengthens teachers’ moral character, spiritual awareness, and role modeling, bridging ethical and instructional responsibilities. Moreover, effective development improves student outcomes and institutional competitiveness, positioning professional development as both a human resource and strategic investment. This study contributes a holistic management framework linking planning, supervision, evaluation, pedagogical improvement, and Islamic ethics, and recommends that policymakers and school leaders implement systematic, context-sensitive, and value-oriented professional development programs.

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