Teacher Personality Competence in Islamic Moral Education: A Role-Modeling and Character Development Approach

Abstract

Teacher personality competence plays a strategic role in shaping students' moral character; however, empirical studies within the madrasah context remain limited. This study aims to analyze the role of Akidah Akhlak teachers' personality competence in developing students' moral character and to identify supporting and inhibiting factors in moral development. A qualitative field research approach was employed, with data collected through observation, in-depth interviews, and documentation. Informants included Akidah Akhlak teachers, students from grades VII–IX, the principal, and the guidance and counseling teacher. Data were analyzed through reduction, display, and conclusion drawing, with source and technique triangulation ensuring validity. Findings indicate that teachers' personality competence was reflected in politeness, patience, discipline, and consistency, fostering students' habituation of polite behavior, discipline, and religious participation. Supporting factors included the madrasah's religious culture and educator collaboration, while inhibiting factors encompassed external environmental influences, social media, and suboptimal parental involvement. Strengthening teacher role modeling should be integral to Akidah Akhlak education practice.