Madrasah Teacher Professionalism: Involving Gender and Teaching Experience in Learning

Syahraini Tambak, M. Yusuf Ahmad, Amril Amril, Desi Sukenti


Developing profesional madrasah taechers are increasingly popular in the teaching classrooms. But regarding developing professional madrasah teacher in teaching, mixed results are reported without clear reasons for this. This article addresses the impact of gender and teaching experience on developing professional madrasah teacher in teaching. To developing professional madrasah teacher, madrasah teacher teaching experinces and gender are used as a reference. A research project, using questionnaires, was carried out in two types of aliyah madrasah (public and private madrasah) at seventy-five madrasahs. Data from 325 madrasah teachers was collected and involved in this research. This analysis is differentiated based on the level, gender, and level of teaching experince of madrasah teachers in the developing professional teacher competencies being assessed. The results show that the developing professional teacher is low and is related to the gender of the madrasah teacher, that man perceive themselves to be higher in the developing professional teacher than women, and that even teaching experince analysis with developing professional competence and implementation in the classroom. Developing of professional madrasah teacher that has teaching for more than 30 years is less accurate than teachers who have teaching experiences of between 21-30 years, 10-20 years, and < 10 years. However, it is important to show that there is a significant relationship between gender and the developing of professional teaching of madrasah teachers who teach for more than 30 years: the developing of professional teachers for male madrasah teachers who teaching experinces for more than 30 years is less accurate than woman. It is necessary to examine the reasons behind this difference and to look for professionalism teaching competences to improve the developing of the professional madrasah teacher.


Madrasah teacher; Teacher profesionalism; Teaching experience; Teacher competences; Taching and learning.


Kennedy, M. M., “How Does Professional Development Improve Teaching?” Review Educational Research, vol. 86, no. 4, pp. 945-980, 2016.

Arifin, Z., Nurtanto, M., Warju, W., Rabiman, R. & Kholifah, N., “The TAWOCK conceptual model at content knowledge for professional teaching in vocational education,” International Journal of Evaluation and Research in Education, vol. 9, no. 3, pp. 697-703, 2020. /10.11591/ijere.v9i3.20561.

Dunn, R. J. & Doolittle, S.A., “Professional Development for Teaching Personal and Social Responsibility: Past, Present, and Future,” Journal of Teaching in Physical Education, vol. 39, no. 3, pp. 347-356, 2020.

Evans, L., “Leadership for professional development and learning: Enhancing our understanding of how teacher develop,” Cambridge Journal of Education, vol. 44, no. 2, pp. 179-198, 2014.

Kimathi, F. & Rusznyak, L., “Advancing professional teaching in South Africa: lessons learnt from policy frameworks that have regulated teachers' work,” Education as Change, vol. 22, no. 3, pp. 396-408, 2018.

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H. & Lubans, D., “Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds,” Teaching and Teacher Education, vol. 68, pp. 99-113, 2017.

Gore, J., Smith, M., Bowe, J., Ellis, H., Lloyd, A. & Lubans, D., “Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial,” International Journal of Educational Research, vol. 74, pp. 82-95, 2015.

Gore, J., Barron, R. J., Holmes, K. & Smith, M., “Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students,” The Australian Educational Researcher, vol. 43, pp. 527-549, 2016.

Ullah, T. & Jundran, S., “Impact of district teacher educators' mentoring support on professional development of primary school teachers,” The Journal of Educational Research, vol. 17, no. 1, pp. 112-130, 2014.

Goldhaber, D., “Exploring the potential of value-added performance measures to affect the quality of the teacher workforce,” Educational Researcher, vol. 44, no. 2, pp. 87-95, 2015.

Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H., “Teachers’ professional learning goals in relation to teaching experience,” European Journal of Teacher Education, vol. 40, no. 4, pp. 487-504, 2017.

Theelen, H., Willems, M. C., van den Beemt, A., Conijn, R. & den Brok, P., “Virtual internships in blended environments to prepare preservice teachers for the professional teaching context,” British Journal of Educational Technology, vol. 51, no. 1, pp. 194-210, 2020.

Baeten, M., & Simons, M., “Student teachers’ team teaching: Models, effects, and conditions for implementation,” Teaching and Teacher Education, vol. 41, pp. 92-110, 2014.

Jurkowski, S., & Müller, B., “Co-teaching in inclusive classes: The development of multi-professional cooperation in teaching dyads,” Teaching and Teacher Education, vol. 75, pp. 224-231, 2018.

Pennington, M. C., & Richards, J. C., “Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors,” RELC Journal, vol. 47, no. 1, pp. 5-23, 2016.

Akiba, M., & Liang, G., “Effects of teacher professional learning activities on student achievement growth,” The Journal of Educational Research, vol. 109, no. 1, pp. 99-110, 2016.

Liu, S., & Hallinger, P., “Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model,” Educational Administration Quarterly, vol. 54, no. 4, pp. 501-528, 2018.

Aadland, H., Espeland, M., & Arnesen, T. E., “Towards a typology of improvisation as a professional teaching skill: Implications for pre-service teacher education programmes,” Cogent Education, vol. 4, no. 1, pp. 1295835, 2017.

Wu, L. C., Chao, L. L., Cheng, P. Y., Tuan, H. L., & Guo, C. J., “Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-math/Science Majors in Taiwan,” International Journal of Science and Mathematics Education, vol. 16, no. 5, pp. 877-890, 2018.

Howell, J. B., & Saye, J. W., “Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachers,” The journal of social studies research, vol. 40, no. 1, pp. 25-37, 2016.

Mæland, K., & Espeland, M., “Teachers’ Conceptions of Improvisation in Teaching: Inherent Human Quality or a Professional Teaching Skill?” Education Inquiry, vol. 8, no. 3, pp. 192-208, 2017.

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., Lawrenze, F., Levy, A. J. & McCoy, A., “Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform,” Teaching and Teacher Education, vol. 72, pp. 107-121, 2018.

Ramírez, E., Clemente, M., Recamán, A., Martín-Domínguez, J., & Rodríguez, I., “Planning and doing in professional teaching practice. A study with early childhood education teachers working with ICT (3–6 years),” Early Childhood Education Journal, vol. 45, no. 5, pp. 713-725, 2017.

Du Plessis, A., “Effective education: conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders,” International Journal of Educational Research, vol. 72, pp. 89–102, 2015. doi:10.1016/j.ijer.2015.05.005.

Blazar, D., “Grade assignments and the teacher pipeline: A low-cost lever to improve student achievement?” Educational Researcher, vol. 44, no. 4, pp. 213–227, 2015. doi:10.3102/0013189X15580944.

Tambak, S., Madrasah Teacher Professionalism Development Model [Model Pengembangan Profesionalisme Guru Madrasah], Yogyakarta: Graha Ilmu, 2020.

Cordingley, P., “The contribution of research to teachers’ professional learning and development,” Oxford Review of Education, vol. 41, 2, pp. 234–252, 2015. doi:10.1080/03054985.2015.1020105.

McMillan, D.J., McConnell, B., and O’Sullivan, H., “Continuous professional development–why both? Perceptions and motivations of teachers in Ireland,” Professional Development in Education, vol. 42, no. 1, pp. 150-167, 2016. doi:10.1080/19415257.2014.952044.

Verano-Tacoronte, D., González-Betancor, S. M.& Bolívar-Cruz, A., et al., “Valoración de la competencia de comunicación oral de estudiantes universitarios a través de una rúbricafiable y válida,” Revista Brasileira de Educação, vol. 21, no. 64, pp. 39-60, 2016.

García-Ros, R., “Analysis and validation of a rubric to assess oral presentation skills in university contexts,” Electronic Journal of Research in Educational Psychology, vol. 9, no. 3, pp. 1043-1062, 2011.

Cortina, J. M., “What is coefficient alpha-An examination of theory and applications,” Journal of Applied Psychology, vol. 78, no. 1, pp. 98-104, 1993.

Kulgemeyer, C., & Riese, J., “From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations,” Journal of Research in Science Teaching, vol. 55, no. 10, pp. 1393-1418, 2018.

Mena, J., Hennissen, P., & Loughran, J., “Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring,” Teaching and Teacher Education, vol. 66, pp. 47-59, 2017.

Fox, L., Onders, R., Hermansen-Kobulnicky, C. J., Nguyen, T. N., Myran, L., Linn, B., & Hornecker, J., “Teaching interprofessional teamwork skills to health professional students: A scoping review,” Journal of Interprofessional Care, vol. 32, no. 2, pp. 127-135, 2018.

Schipper, T., Goei, S. L., de Vries, S., & van Veen, K., “Professional growth in adaptive teaching competence as a result of Lesson Study,” Teaching and Teacher Education, vol. 68, pp. 289-303, 2017.

Loughran, J., “Pedagogical reasoning: the foundation of the professional knowledge of teaching,” Teachers and Teaching, vol. 25, no. 5, pp. 523-535, 2019.

Herro, D. & Quigley, C., “Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators,” Professional Development in Education, vol. 43, no. 3, pp. 416-438, 2017. DOI: 10.1080/19415257.2016.1205507.

Toom, A., Tiilikainen, M., Heikonen, L., Leijen, A., Mena, J. & Husu, J., “Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice,” Teachers and Teaching, vol. 25, no. 5, pp. 536-552. DOI: 10.1080/13540602.2019.1652162.

Limeri, L. B., Musgrove, M. M. C., Henry, M. A., & Schussler, E. E., “Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development,” CBE—Life Sciences Education, vol. 19, no. 3, pp. 1-12, 2020.

Grise-Owens, E., Miller, J. J., Escobar-Ratliff, L. & George, N., “Teaching Note—Teaching Self-Care and Wellness as a Professional Practice Skill: A Curricular Case Example,” Journal of Social Work Education, vol. 54, no. 1, pp. 180-186, 2018. DOI: 10.1080/10437797.2017.1308778.

Alt, D., “Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms,” Teaching and Teacher Education, vol. 73, pp. 141-150, 2018.

Brundiers, K., & Wiek, A., “Beyond interpersonal competence: Teaching and learning professional skills in sustainability,” Education Sciences, vol. 7, no. 1, pp. 39-48, 2017.

Qadhi, S., Hendawi, M., Mohammad, E. G., Ghazi, I., Al-Dosari, N., & Du, X., “The Impact of a Teacher Preparation Programs on Professional Teaching Competencies–Female Novice Teachers’ Perspectives,” International Journal of Learning, Teaching and Educational Research, vol. 19, no. 1, pp. 118-135, 2020.

Lopes, J. B., & Cunha, A. E., “Self-directed professional development to improve effective teaching: Key points for a model,” Teaching and Teacher Education, vol. 68, pp. 262-274, 2017.

Tambak, S. & Sukenti, D., “Strengthening Islamic Behavior and Islamic Psychosocial in Developing Professional Madrasah Teachers,” Cakrawla Pendidikan: Jurnal Ilmiah Pendidikan, vol. 39, no. 1, pp. 65-78, February 2020. DOI:

Kenny, J., Hobbs, L., & Whannell, R., “Designing professional development for teachers teaching out-of-field,” Professional Development in Education, vol. 46, no. 3, pp. 500-515, October 2020.

Tambak, S., Ahmad, M.Y. & Sukenti, D., “Strengthening Emotional Intelligence in Developing the Madrasah Teachers’ Professionalism,” Akademika: Journal of Southeast Asia Social Sciences and Humanities, vol. 90, no. 2, pp. 27-38, July 2020.

Reznitskaya, A. & Gregory, M., “Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching,” Educational Psychologist, vol. 48, no. 2, pp. 114-133, 2013.

Lewis, S., & Holloway, J., “Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data,” Cambridge Journal of Education, vol. 49, no. 1, pp. 35-51, February 2019.

Keshavarzi, Z., Akbari, H., Forouzanian, S. & Sharifian, E., “Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course,” Scientific Journal of Education Strategy Medical Sciences, vol. 8, no. 6, pp. 21-27, November 2016.

Sukenti, D., Tambak, S., & Carlina, C., “Developing Indonesian language learning assessments: Strengthening the personal competence and Islamic psychosocial of teachers,” International Journal of Evaluation and Research in Education, vol. 9, no. 4, pp. 1078-1087. December 2020. DOI:

Tambak, S., Ahmad, M.Y., Sukenti, D., Ghani, A.R., “Profesionalisme Guru Madrasah: Internalisasi Nilai Islam dalam Mengembangkan Akhlak Aktual Siswa [Madrasah Teacher Professionalism: Internalization of Islamic Values in Developing Students' Actual Morals].” Jurnal Pendidikan Agama Islam Al-Thariqah, vol. 5, no. 2, pp. 79-96. December 2020.



  • There are currently no refbacks.

Copyright (c) 2022 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.