EMPOWERING MUSLIM EDUCATORS: ADDRESSING TRAINING GAPS AND LEADERSHIP DEVELOPMENT IN ISLAMIC SCHOOLS

JESSIE M. RAMOS

doi:10.65010/seairj.v7i3.290

EMPOWERING MUSLIM EDUCATORS: ADDRESSING TRAINING GAPS AND LEADERSHIP DEVELOPMENT IN ISLAMIC SCHOOLS

JESSIE M. RAMOS

Abstract

Empowering Muslim educators was crucial to enhancing the quality and effectiveness of Islamic education, particularly in local contexts with limited professional development opportunities. This study explored training gaps and leadership development experiences of Muslim educators in Islamic schools in Kalamansig municipality. Using a qualitative approach, the research investigated educators’ lived experiences, challenges in professional development, leadership opportunities, and strategies perceived as effective for empowerment. Preliminary findings suggested that educators face constraints such as limited institutional support, inadequate training programs, and minimal leadership mentoring opportunities. These challenges was hinder the implementation of innovative pedagogical approaches and the exercise of leadership aligned with Islamic principles. The study underscored the need for sustained, culturally responsive professional development and values-based leadership training to empower educators. Recommendations included context-specific training programs, strengthened administrative support, and ongoing leadership initiatives to enhance educator competence and institutional effectiveness. Empowering Muslim educators ultimately contributed to producing learners who are academically competent, morally grounded, and socially responsible.

Keywords

Muslim educators; Islamic schools; professional development; training gaps; leadership development; educator empowerment; Islamic education.

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DOI: http://dx.doi.org/10.65010/seairj.v7i3.290

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