THE EFFECT OF PROFESSIONAL DEVELOPMENT TRAINING ON ISLAMIC EDUCATION TEACHERS' INSTRUCTIONAL QUALITY

Abstract

This study examines the effect of professional development training on the instructional quality of Islamic education teachers in Malaysian secondary schools. Using a quantitative research design, data were collected from 384 Islamic education teachers across five states in Malaysia through structured questionnaires. The study employed descriptive statistics, independent samples t-tests, one-way ANOVA, and multiple regression analysis using SPSS to analyze the relationship between professional development training and instructional quality. Results revealed a significant positive relationship (r = 0.682, p < 0.001) between professional development training and instructional quality. Teachers who participated in professional development programs demonstrated significantly higher instructional quality scores (M = 4.23, SD = 0.52) compared to those without such training (M = 3.45, SD = 0.61). The regression model explained 46.5% of the variance in instructional quality (R² = 0.465, F = 110.234, p < 0.001). These findings highlight the critical importance of continuous professional development in enhancing Islamic education teachers' pedagogical competencies, particularly in integrating Shariah-compliant teaching methodologies and contemporary educational practices. Implications for policy makers, educational institutions, and teacher training programs are discussed.