School Mentoring Management in Strengthening Teacher Professionalism in Islamic-Based Schools: Case Study at MIS Istiqlal Banjarmasin

Didi Susanto; Erfika

doi:10.53797/icccmjssh.v4.sp.19.2025

Authors

Didi Susanto Islamic University of Kalimantan Muhammad Arsyad Al Banjari Banjarmasin, INDONESIA
Erfika Islamic University of Kalimantan Muhammad Arsyad Al Banjari Banjarmasin, INDONESIA

DOI:

https://doi.org/10.53797/icccmjssh.v4.sp.19.2025

Keywords:

Mentoring management, teacher professionalism, islamic education, islamic schools, MIS istiqlal

Abstract

School mentoring is an important strategy in strengthening teacher professionalism, especially in Islamic-based schools that integrate spiritual values into the educational process. This study aims to analyze the implementation of school mentoring management in an effort to improve teacher professionalism at MIS Istiqlal Banjarmasin. A descriptive qualitative approach was used to explore the dynamics of mentoring implementation, the managerial strategies applied, and the supporting and inhibiting factors. Data were collected through in-depth interviews, participatory observation, and document analysis. The results of the study indicate that teacher mentoring at MIS Istiqlal still faces challenges in terms of structure, sustainability, and suitability to teacher needs. However, there are efforts to improve through the establishment of a more focused and participatory mentoring management system. Effective mentoring is supported by the leadership of the principal, a dialogical approach, and the integration of Islamic values in coaching practices. This study recommends strengthening an adaptive, reflective, and collaborative mentoring management system to support the transformation of teacher professionalism within the framework of Islamic education.

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