English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

This article is based on a case study using qualitative approach which aims to explore the personalities of Islamic Education teachers as ta’dib leaders, subsequently discovering ta’dib leadership practices by the Islamic Education teachers at schools. Data was collected using in-depth interviews and nonparticipant observation method involving seven participants of Islamic Education teachers from several schools using purposive sampling technique. The results of the data analysis found that Islamic Education teachers practise a superior personality traits as ta’dib leaders which centre around rabbani, trustworthiness, sincerity, charisma, patience and piety. These criteria complement the personality traits of Islamic Education teachers as the role models for the pupils at schools. Meanwhile, ta’dib leadership practice is potrayed through spiritual nurturing, good examples, parental affection, supervisions and observations, advices and guidances, along with encouragements and rewards. Both elements concerning superior personality traits and effective leadership bring positive impacts towards the effectiveness of ta’dib process in schools. This case study produces Ta’dib Leadership Model which can be used as guidelines by all teachers in general and specifically the Islamic Education teachers in uplifting knowledge conveying processes and school education more proficiently.

The Practice of Ta’dib Leadership among Islamic Education Teachers