Explaining the Teacher’s Character Based on the Moral Value of Good Temperament: Educational Implications

Abstract

This study aimed to explain the teacher’s character based on the moral value of ḥusn al-khuluq (good temperament) and to infer its educational implications. To achieve this objective, the methods of conceptual analysis, grounded theory, and inferential analysis were used. The findings, based on narrations, showed that the causal factors influencing the realization of desirable good temperament include perfectionism, divine mercy, a record of faith, and God-pleasing piety. Furthermore, the contextual conditions facilitating good temperament in teachers consist of propriety in speech, sociability, and good manners. On the other hand, intervening and mediating factors in this regard were identified as cheerfulness, observing verbal courtesy, and constructive interaction with others. Teachers’ strategies for cultivating desirable good temperament were categorized into various dimensions such as gratitude, continuous effort, generosity, truth-centered speech, supporting the family, observing verbal propriety, eloquence, balanced humor, sociability, patience and tolerance, anger control, forgiveness, kindness, humility, protecting others’ dignity, confidentiality, gentleness, courteous behavior, affection toward fellow humans, and maintaining family ties. The positive outcomes of good temperament in teachers included achieving complete faith, enhancing spiritual records, gaining social credibility, increased livelihood, prosperity, and longevity. Subsequently, using inferential analysis, a conceptual model of education for desirable good temperament was designed and explained. The educational principles of this model comprised divine mercy, divine affection, divine justice, divine knowledge and comprehensive understanding, faith and righteous deeds, pursuit of perfection, human dignity, and belief in the afterlife. Moreover, effective educational methods for fostering good temperament in human beings were extracted and elaborated. By providing a systematic framework, this study has taken a step toward outlining an ideal model of teachers’ professional ethics based on Islamic teachings.