Teacher Personality in Islamic Education: A Comparative Study of Ibn Sina, Al-Ghazali, and Malik Badri

Abstract

Teacher personality is central to Islamic education, where teachers contribute to students’ intellectual, moral, and spiritual development. Existing discussions emphasize professional competence and psychological characteristics, while philosophical, ethical, and Islamic psychological perspectives warrant further conceptual exploration. This study examines teacher personality through a comparative analysis of the perspectives of Ibn Sina, Al-Ghazali, and Malik Badri. A qualitative library research approach was employed, using document analysis and thematic analysis of relevant primary and secondary sources in Islamic philosophy, ethics, psychology, and education. The findings identify three interconnected dimensions of teacher personality: intellectual development, ethical and spiritual formation, and psychological awareness. Ibn Sina emphasizes rational capacity, self-awareness, and intellectual development as foundations of human personality. Al-Ghazali foregrounds moral integrity, sincerity, self-discipline, and the relationship between knowledge and ethical conduct. Malik Badri emphasizes critical engagement with modern psychology and an understanding of human nature grounded in Islamic principles. Together, these perspectives conceptualize teachers as knowledgeable professionals, moral role models, and reflective individuals. The study concludes that teacher personality in Islamic education requires an integrated understanding of intellectual, ethical, spiritual, and psychological dimensions. It contributes to Islamic educational studies by bringing these perspectives into a coherent conceptual framework for understanding teacher personality.