Designing a Professional Competency Model for Qur’an Teachers: A Qualitative Study Emphasizing Mahdist Teachings
Keywords:
Professional competencies, Qur’an teachers, Qur’an education, Mahdist teachings, qualitative content analysisAbstract
Purpose: This study aimed to design a comprehensive model of the professional competencies required by successful Qur’an teachers, with particular emphasis on Mahdist teachings and the educational principles associated with preparing learners for a Qur’anic and Mahdist society.
Methods and Materials: This qualitative study was conducted using conventional content analysis. The study population consisted of relevant religious and educational documents and faculty members specializing in Qur’an education, education, and psychology. Documents and participants were selected through purposive sampling. Religious sources were retrieved using the Noor Institute’s software, while national policy documents concerning education and curriculum were also examined. Semi-structured interviews were conducted with experts possessing extensive knowledge of the professional competencies of Qur’an teachers within the framework of Mahdist teachings. Data collection continued until theoretical saturation was achieved. Interviews were transcribed verbatim, coded, compared, and organized into subcategories and main categories through conventional content analysis.
Findings: The analysis generated 98 concepts, 18 subcategories, and seven main competency categories. These categories were physical and psychological health, individual foundations, administrative and professional foundations, educational competence, fundamental preparedness, spiritual preparedness, and specialized competence. The proposed model indicated that effective Qur’an teachers require physical well-being, psychological self-regulation, communication skills, professional commitment, administrative discipline, pedagogical knowledge, classroom-management abilities, and competence in contemporary teaching methods. They must also possess Qur’anic and Mahdist knowledge, spiritual commitment, a Qur’anic lifestyle, the ability to communicate religious concepts in age-appropriate language, and the capacity to cultivate justice, hope, responsibility, critical thinking, social participation, and readiness for the promised appearance among students.
Conclusion: Educational authorities should assess these competencies during teacher selection and strengthen areas of deficiency through targeted training programs, professional workshops, counseling, and developmental interventions.
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Copyright (c) 2025 Marzie Jafari (Author); Mohamad Mehdi Naderi; Ali Hosseinaei, Soosan Narimani (Author)
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