Teacher Professionalism in Islamic Education: A Systematic Review of Cultural and Spiritual Dimensions
Abstract
This study aims to develop a conceptual synthesis that advances the theoretical discourse on teacher professionalism within Islamic education by analysing research trends and thematic patterns published between 2020 and 2025. A systematic literature review approach was employed, guided by PRISMA principles to ensure transparency and rigour in the literature selection process. The selected studies were analysed through bibliometric mapping and thematic content analysis to identify conceptual relationships and emerging research directions. The findings reveal a paradigm shift from a competency-oriented perspective toward a more holistic understanding centred on Islamic professional identity, teacher agency, and spirituality. Teacher professionalism is conceptualised as a multidimensional construct shaped by the interaction among personal reflective capacity, institutional support, and the internalisation of Islamic cultural values, indicating that professional development is a transformative moral and spiritual process rather than merely a technical improvement. This study proposes an Islamic Teacher Professionalism Framework integrating personal, institutional, and spiritual-cultural dimensions as interconnected pillars. The framework contributes theoretically by extending dominant models of professionalism toward a value-based and spiritually grounded perspective, while offering practical implications for designing sustainable teacher development policies in Islamic educational institutions.
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References
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