Teacher Competency Development in Madrasah Education through Curriculum Integration and Training Approaches

Abstract

This research examines how competency of teachers is developed in the area of madrasah education, in terms of the combined effect of curriculum integration and training. The role of Madrasah teachers is that they deliver not only academic knowledge but also Islamic ethical-spiritual values that requires overcoming the gap between curriculum reforms and training of teachers and successful implementation of reforms in the classroom. The correlation survey quantitative research methodology was used to analyze the data gathered by a questionnaire distributed to 120 educators of three Indonesian provinces. The Pearson correlation and multiple regression analyses were utilized to study the relations between these three parameters: curriculum integration/training approaches, and teacher competency. As the results show, both the curriculum integration (0.34), p < 0.01) and training approaches (0.41), p < 0.001 are significant predictors of teacher competency, but training approaches is slightly more influential. The paper points out that curriculum developments and teacher education have to be instituted in a synergistic way in order to foster pedagogical, professional and ethical-spiritual competencies.