Islamic Studies And Arabic Language (Isal) Teachers' Competency Levels On Students’ Learning In Diverse Educational Settings

This study explored the competency levels of Islamic Studies and Arabic Language (ISAL) teachers and their impact on students' learning in diverse educational settings.It examines key areas of teacher competency, including classroom management, pedagogical skills, cultural competency, and subject knowledge.As well as influence on students' academic and personal development.Using quantitative data to measure competency levels.Findings revealed that ISAL teachers demonstrated high competency levels, with subject knowledge and cultural competency being particularly strong.Statistical analyses indicated a significant relationship between teacher competency and students' learning, especially in areas such as language proficiency, cultural diversity, and educational needs.The study emphasizes the need for targeted teacher training programs, mentorship initiatives, and policy support to enhance ISAL instruction.Strengthening these competencies will foster inclusive, engaging, and culturally responsive learning environments that promote both academic success and the holistic development of students.Future research should further explore intervention strategies and long-term impacts on ISAL education.Shabudin et. al. (2020) noted that Islamic Studies and Arabic Language (ISAL) teachers encountered significant challenges, including cultural differences, resource limitations, and discrimination, despite the growing number of Muslim students in public schools.Additionally, Abdullah (2015) highlighted that teaching Islamic Studies and Arabic Language in such settings requires not just subject-matter expertise but also a deep understanding of the classroom's cultural, social, and linguistic diversity.Teachers must be prepared to bridge the gap between students' experiences and the learning content, ensuring that every student can relate to and benefit from the curriculum.This study aims to investigate the competency levels of ISAL teachers and their impact on student learning in diverse educational settings.It focused on key competencies such as classroom management, pedagogical skills, cultural competency, and subject knowledge.By examining how these competencies influence student outcomes, the research will offer insights to inform professional development for ISAL teachers.The study seeks to improve ISAL education through curriculum development, teacher training, and policy recommendations, ultimately supporting teachers in addressing diverse student needs and contributing to the broader discourse on enhancing educational practices in multicultural contexts. Research QuestionsThis study used to assess the Islamic Studies and Arabic Language (ISAL) Teachers' Competency Levels on Student Learning in Diverse Educational Settings.Specifically, it answers the following questions.1. What is the level of ISAL teachers' competency in terms of classroom management, pedagogical skills, cultural competency, and subject knowledge competency?2. What is the level of student learning in diverse educational settings in terms of cultural diversity, language, socio-economic?3. Is there a significant relationship between the levels of the ISAL Teachers' competency on the student learning in diverse educational settings?4. Is there significant influence of ISAL Teachers' competency level on the student learning in diverse educational settings? METHODS Research DesignThe researchers used a descriptive research design (Williams, 2017).Data were described using quantitative analysis and the data was presented using the frequency count, weighted mean, and statistical tools.The quantitative involved administering structured surveys to ISAL teachers, which assessed their competency levels in key areas such as classroom management, pedagogical skills, cultural competency, and subject knowledge.The data were analyzed using descriptive statistics to explore the distribution of teacher competencies and student learning outcomes, followed by regression analysis to examine the relationships between these variables. Locale of the StudyThis study was conducted in the school division of Special Geographic Area (SGA) specifically in the Municipality of Old Kaabakan, Kapalawan, Ligawasan, Tugunan, Malidegao, Nabalawag, Kadayangan and Pahamuddin.The Special Geographic Area (SGA) is a collection of 63 barangays in six municipalities of Cotabato province, Philippines.These barangays became part of the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) following a plebiscite on February 6, 2019.Despite their inclusion in BARMM, they remain geographically situated within Cotabato Province.