Amalan Etika Perguruan Berasaskan Pemikiran Imam Abū Ḥanīfah: Suatu Tinjauan terhadap Aplikasi Guru Pendidikan Islam di Selangor (The Application of Ethics Based on Abū Ḥanīfah’s Thought: A Survey among Islamic Education Teachers )

Abstract

The education system today faces many issues and problems which are closely related to the teacher ethics at various levels. Therefore, this article was conducted to assess the application of professional ethics analyzed based on Imam Abū Ḥanīfah among Islamic education teachers in Selangor. There are in total, 263 respondents involved in this study who work as Islamic education teachers in secondary schools around Selangor. A set of questionnaires are used as a research instrument. The data obtained are analyzed using the Statistical Package for Social Science for Windows Version 22 (SPSS v.22) and are descriptively reported in term of frequency, percentage and mean values. Overall, the result shows that the level of application was high with the mean value is 3.327. This finding shows that Islamic education teachers in Selangor are committed in applying the Ethics of Religious Teachers as according to Imam Abū Ḥanīfah. However, learning and teaching enhancement should be in place in order to sustain these good practices throughout their services.

Work Commitment and School Climate on Productive Pedagogical Teaching Practices

“…The question items have been modified based on the background information from the study. For use in this investigation, the work commitment measures from Thien et al (2014), Ami (2016), andMamat et al (2019) have been modified and updated. The 23 questionnaire items in this variable were broken down into four categories: commitment to school, commitment to students, commitment to teaching, and commitment to the profession.…”

“…A conducive school climate is also one of the factors that can affect sustainability of successful teacher instruction (Muhammad et al 2022;Novita et al, 2022). However, IETs continue to discuss issues pertaining to school climate, including inadequate teaching resources, inadequate school infrastructure, problematic student behaviour (Zhaffar, 2017), excessive workload (Awi & Zulkifli, 2021) and uncooperative colleagues (Mamat et al, 2019). The government has allotted a sizable sum of money to fund aspects of providing relevant and sufficient basic infrastructure in all schools to ensure that curriculum can be implemented effectively, which begs the question of how much the school climate affects the seamless implementation of IET teaching practices in the classroom (Ministry of Malaysian Education, 2021).…”

The Leadership Knowledge Among School Principals on Teacher’s Work Discipline

“…This shows that besides disseminating knowledge, principals and teachers set good examples and maintain their behaviours in line with their counterparts (Nguyen, 2021). Therefore, as good teachers, they should have such good qualities and personalities as being kind-hearted, full of responsibility, high confidence in themselves, and having a good leadership (Mamat, M., Syed Abdul, S. et al, (2018) & Avelar et al, (2022.…”