Education Level and Teaching Experience as Determinants of Teacher Competence in Rural Islamic Primary Schools

DOI: https://doi.org/10.33650/al-tanzim.v10i1.12802

Authors (s)


(1) * Dewi Meriasih   (Universitas Mitra Bangsa)  
        Indonesia
(2)  Harries Madiistriyatno   (Universitas Mitra Bangsa)  
        Indonesia
(3)  Kemal Taufik   (Universitas Mitra Bangsa)  
        Indonesia
(*) Corresponding Author

Abstract


This study explores the simultaneous and partial associations among teachers’ educational level, teaching experience, and overall competence within a single rural Islamic primary school context. Using a quantitative survey design, the study involved a saturated sample of 30 teachers during the 2024/2025 academic year. Data were obtained from a validated teacher competence questionnaire and from institutional records on educational level and teaching experience. Descriptive statistics and multiple regression analyses were performed following standard assumption tests. The findings indicate that teachers’ education level and teaching experience are significantly associated with teacher competence, jointly accounting for 60.1% of the observed variance. Teaching experience shows a stronger association with competence than formal educational attainment, with incremental increases in competence scores observed across additional semesters of experience. While teachers holding a bachelor’s degree demonstrate higher competence scores than those without, these results should be interpreted with caution due to the study’s limited sample size and single-site design. Rather than offering broad generalizations, the findings provide context-specific insights that may inform future research and localized professional development initiatives in similar educational settings.

Keywords

Education Level, Teaching Experience, Teacher Competence, Rural Islamic School



Full Text: PDF



References


Abdivalievna, A. N., & ogli, G. Z. U. (2025). Methods of Developing Pedagogical Competence. Journal of Social Sciences and Humanities Research Fundamentals, 5(5), 126–129. https://doi.org/10.55640/jsshrf-05-05-32

Adejumo, O. O., Asongu, S. A., & Adejumo, A. V. (2021). Education Enrolment Rate vs Employment Rate: Implications for Sustainable Human Capital Development in Nigeria. International Journal of Educational Development, 83, 102385. https://doi.org/10.1016/j.ijedudev.2021.102385

Akrim, A., & Umiarso, U. (2023). Charismatic Leadership and Silah Rituality in The Educational Culture of Boarding Schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(2), 594–609. https://doi.org/10.33650/al-tanzim.v7i2.5562

Bernsteiner, A., Haagen-Schützenhöfer, C., & Schubatzky, T. (2025). Teacher Education in the Age of Digitality: Conclusions From a Design-Based Research Project. European Journal of Education, 60(1), e12904. https://doi.org/10.1111/ejed.12904

Cañadas, L. (2023). Contribution of Formative Assessment for Developing Teaching Competences in Teacher Education. European Journal of Teacher Education, 46(3), 516–532. https://doi.org/10.1080/02619768.2021.1950684

Cuddy, M., Lewis, A. E., & Krysan, M. (2025). Disempowering Marketplaces: How School Choice Enrollment Routines Legitimize Educational Inequality. American Educational Research Journal, 62(2), 456–495. https://doi.org/10.3102/00028312241308545

Dai, Z., Yang, Y., Chen, Z., Wang, L., Zhao, L., Zhu, X., & Xiong, J. (2025). The Role of Project-based Learning with Activity Theory in Teaching Effectiveness: Evidence from The Internet of Things Course. Education and Information Technologies, 30(4), 4717–4749. https://doi.org/10.1007/s10639-024-12965-9

Diamond, F., & Bulfin, S. (2025). Care of The Profession: Teacher Professionalism and Learning Beyond Performance and Compliance. Pedagogy, Culture and Society, 33(2), 503–521. https://doi.org/10.1080/14681366.2023.2239820

Dogan, S., Nalbantoglu, U. Y., Celik, I., & Agacli Dogan, N. (2025). Artificial Intelligence Professional Development: A Systematic Review of TPACK, Designs, and Effects for Teacher Learning. Professional Development in Education, 51(3), 519–546. https://doi.org/10.1080/19415257.2025.2454457

Fauzi, I., Maimun, A., & Yasin, A. F. (2024). Principal Leadership in the “Program Sekolah Penggerak” to Improve Teacher Performance. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(2), 563–579. https://doi.org/10.33650/al-tanzim.v8i2.8267

Haq, M. A. U., Mehmood, K., Rao, Z.-R., & Abbas, A. (2022). Impact of High Commitment HRM Practices on the Non-Academic Staff Performance: Mediating Role of Affective Commitment and Job Satisfaction. Journal of Business and Social Review in Emerging Economies, 8(2), 393–404. https://doi.org/10.26710/jbsee.v8i2.2312

Hefniy, H., Mardiana, D., Enggal, D., & Baharun, H. (2023). Prophetic Leadership in Creating Superior Educational Institutions: Phenomenological Study of Private Islamic Universities. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(4), 1319–1330. https://doi.org/10.33650/al-tanzim.v7i4.6251

Jauhari, M. A., Nurhayati, P., & Triyonggo, Y. (2025). The Influence of Training, Motivation, Discipline, Work Life Balance on Performance in SMK Duta Karya. Jurnal Aplikasi Bisnis dan Manajemen, 11(3), 906. https://doi.org/10.17358/jabm.11.3.906

Knies, E., Boselie, P., Gould-Williams, J., & Vandenabeele, W. (2024). Strategic Human Resource Management and Public Sector Performance: Context Matters. In International Journal of Human Resource Management (Vol. 35, Issue 14, pp. 2432–2444). Taylor & Francis. https://doi.org/10.1080/09585192.2017.1407088

Kousar, S., Ahmed, F., Afzal, M., & Segovia, J. E. T. (2023). Is Government Spending in The Education and Health Sector Necessary for Human Capital Development? Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-01514-3

Lindström, M., Johansson, S., & Borger, L. (2025). Does Formal Teacher Competence Matter for Students’ Mathematics Achievement? Results from Swedish TIMSS 2019. Educational Research and Evaluation, 30(1–2), 137–166. https://doi.org/10.1080/13803611.2024.2367486

Lutfauziah, A., & Rohman, F. (2024). Does Environmental Education Curriculum Affect Student’S Environmental Culture in Islamic Boarding School? Revista de Gestao Social e Ambiental, 18(5). https://doi.org/10.24857/rgsa.v18n5-079

Meilianti, S., & Bates, I. (2021). Competency-Based Education: Developing an Advanced Competency Framework for Indonesian Pharmacists. Frontiers in Medicine, 8, 769326. https://doi.org/10.3389/fmed.2021.769326

Mulisa, F. (2022). When Does a Researcher Choose a Quantitative, Qualitative, or Mixed Research Approach? Interchange, 53(1), 113–131. https://doi.org/10.1007/s10780-021-09447-z

Nawas, A., Darmawan, I. G. N., & Maadad, N. (2025). Certified to Succeed? Multilevel Analysis of The Effects of Teacher Certification on Educator Well-Being and Student Outcomes in Indonesia. Teaching and Teacher Education, 162, 105069. https://doi.org/10.1016/j.tate.2025.105069

Nirtha, E. N., Ismanto, B. I., & Sulasmono, B. S. (2021). LCL Model Experiential Learning based Training Model Development to Improve Teacher Competence in Designing Learning. JPI (Jurnal Pendidikan Indonesia), 10(3), 430. https://doi.org/10.23887/jpi-undiksha.v10i3.33832

Ntarmah, A. H., & Yaro, K. (2025). Teacher Educational Qualifications and The Quality of Teacher–Student Interactions in Senior High School Classrooms in Ghana: Could Teacher Self‐Efficacy Bridge the Qualifications Gap? Future in Educational Research, 3(2), 337–363. https://doi.org/10.1002/fer3.57

Nwachukwu, G. O. (2024). Human Capital Development: A Driver for Educational Improvement in Nigeria. British Journal of Education, 12(6), 30–39. https://doi.org/10.37745/bje.2013/vol12n63039

Prashar, A. (2024). Modeling Enablers of Agility of Healthcare Organizations. International Journal of Quality and Reliability Management, 41(1), 173–194. https://doi.org/10.1108/IJQRM-11-2022-0322

Pregoner, J. D. (2025). Research Approaches in Education: A Comparison of Quantitative, Qualitative and Mixed Methods. SSRN Electronic Journal, 4(2), 31–36. https://doi.org/10.2139/ssrn.5111007

Purba, M. N. B., Kesuma, S. A., & Muda, I. (2025). Systematic Literature Review (Slr) Msmes Performance: Themes, Theories and Integrative Frameworks. Jeam, 24(1), 18–30.

Rasheed, T., Bashir, A., Hanif, S., & Gul, H. (2025). Leveraging AI to Mitigate Educational Inequality: Personalized Learning Resources, Accessibility, and Student Outcomes. The Critical Review of Social Sciences Studies, 3(1), 2399–2412. https://doi.org/10.59075/j4959m50

Rinawati, R. (2022). Strategy of Financing Management to Improve the Quality of Islamic Education Institution. Al-Ishlah: Jurnal Pendidikan, 14(3), 2757–2768. https://doi.org/10.35445/alishlah.v14i3.1519

Robandi, B., Setiawardani, W., & Apriyanto, A. (2025). Factors Influencing the Pedagogical Competence of Elementary School Teachers in the Digital Era: A Survey Study. Journal of General Education and Humanities, 4(2), 561–574. https://doi.org/10.58421/gehu.v4i2.421

Saadati, P., & Ghorbani, M. (2024). Explaining the Factors Related to the Improvement of Organizational Capabilities with an Organizational Learning Approach. Iranian Journal of Educational Research, 3(2), 185–204.

Samsilayurni, S., & Walid, A. (2025). Principal Leadership and Supervision as Predictors of Teacher Professional Competency: An Empirical Analysis. Tadbir : Jurnal Studi Manajemen Pendidikan, 9(1), 83–94. https://doi.org/10.29240/jsmp.v9i1.12833

Stahnke, R., & Gegenfurtner, A. (2025). Beyond Analysing Frequencies: Exploring Teacher Professional Vision with Epistemic Network Analysis of Teachers’ Think-Aloud Data. Learning and Instruction, 99, 102167.

Syzdykbayeva, A., Meterbayeva, K., Ageyeva, L., Agranovich, Y., & Tyan, V. (2025). Teacher Professional Development and Professional Standards for Teachers: A Bibliometric Mapping of Literature (1975-2025). Journal of Social Studies Education Research, 16(2), 74–103.

Tembrevilla, G., Phillion, A., & Zeadin, M. (2024). Experiential Learning in Engineering Education: A Systematic Literature Review. Journal of Engineering Education, 113(1), 195–218. https://doi.org/10.1002/jee.20575

Tojimukhammadovna, D. S. (2025). Pedagogical Foundations of Developing Students’ Professional Competencies in Club Classes. International Journal of Pedagogics, 5(4), 141–145. https://doi.org/10.37547/ijp/volume05issue04-38

Tuytens, M., Vekeman, E., & Devos, G. (2023a). A Focus on Students’ and Teachers’ Learning Through Strategic Human Resource Management. School Effectiveness and School Improvement, 34(2), 247–270. https://doi.org/10.1080/09243453.2023.2172049

Tuytens, M., Vekeman, E., & Devos, G. (2023b). Strategic human resource management in primary and secondary schools. An explorative study in Flanders (Belgium). Educational Management Administration and Leadership, 51(3), 711–732. https://doi.org/10.1177/1741143221998706

Williams, D. A., & Tierney, W. G. (2023). Strategic Diversity Leadership: Activating Change and Transformation in Higher Education. In Strategic Diversity Leadersh.: Activating Change And Transformation In Higher Education. Routledge. https://doi.org/10.4324/9781003447122

Williams, L., & Sembiante, S. F. (2022). Experiential Learning in U.S. Undergraduate Teacher Preparation Programs: A Review of The Literature. Teaching and Teacher Education, 112, 103630. https://doi.org/10.1016/j.tate.2022.103630

Yang, J., Li, G., & Niu, M. (2025). Decreasing Temporal Convolutional Method Integrated with Fourier Transform for Precise Solar PV and Wind Power Generation Prediction. Sustainable Energy Technologies and Assessments, 82, 104553. https://doi.org/10.1016/j.seta.2025.104553

Yang, M., Al Mamun, A., & Salameh, A. A. (2023). Leadership, Capability and Performance: A Study Among Private Higher Education Institutions in Indonesia. Heliyon, 9(1). https://doi.org/10.1016/j.heliyon.2023.e13026

Zaini, A. W., & Fahmi, M. A. (2023). Improving Islamic Religious Education Teachers’ Performance Through Effective School Leadership. AFKARINA: Jurnal Pendidikan Agama Islam, 8(1), 12–24. https://doi.org/10.33650/afkarina.v8i1.5331


Dimensions, PlumX, and Google Scholar Metrics

10.33650/al-tanzim.v10i1.12802


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Dewi Meriasih, Harries Madiistriyatno, Kemal Taufik

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

Al-Tanzim : Jurnal Manajemen Pendidikan Islam
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia.