Sustaining Teacher Performance in Islamic Education: An Integrative Analysis through the IMPACT Framework

Abstract

This study examines how transformational leadership, a supportive work environment, and professional capacity development contribute to Islamic Religious Education teachers’ performance within the IMPACT framework. The study employed a qualitative multiple-case study design across four educational institutions, using interviews, observations, and documentation to examine leadership practices, workplace conditions, and professional development activities. The findings reveal three interconnected dimensions supporting teacher performance. First, transformational leadership promotes shared educational vision, professional motivation, intellectual encouragement, teacher participation, and individualized guidance. Second, a supportive work environment provides enabling conditions through adequate facilities, collegial relationships, psychological comfort, digital resources, and institutional collaboration. Third, professional capacity development gives teachers opportunities to strengthen their instructional competencies and professional practices. However, the available evidence documents professional development activities without establishing measurable improvements in teacher competence or performance. These findings suggest that teacher performance is an organizationally supported process involving leadership, workplace conditions, and sustained professional learning. The study contributes an integrative perspective through the IMPACT framework, connecting institutional support with teachers’ instructional responsibilities and character development in Islamic education. Practically, educational institutions should strengthen participatory leadership, foster collaborative and supportive workplaces, and evaluate professional development through classroom observations, instructional documentation, and systematic follow-up assessments.