Ideological And Spiritual Predictors Of Teacher Commitment And Performance: Empirical Insights From Islamic Early Childhood Education In Indonesia

Abstract

This study explores the influence of Ahmad Dahlan’s educational and religious ideologies on kindergarten teachers’ professional commitment and its subsequent effect on teaching performance. Focusing on 75 teachers selected from a population of 300 Aisyiyah kindergarten educators in Surakarta, Indonesia, this research employs a quantitative path analysis model. It examines two independent variables—Ahmad Dahlan’s thought and religiosity—alongside one mediating variable (teacher commitment) and one dependent variable (teaching performance). Data were collected using structured questionnaires and analyzed through inferential statistics. Findings demonstrate a significant path coefficient (F = 28.567, p < 0.05), indicating that the internalization of Dahlan’s values meaningfully enhances teachers’ dedication and instructional effectiveness. This study offers a unique contribution by integrating the spiritual-philosophical legacy of a local religious reformer into the discourse of teacher performance and professionalism. While rooted in the Indonesian Islamic education context, its insights hold relevance for Muslim-majority educational systems worldwide. By highlighting the transformative potential of spiritual motivation in teaching, the study expands the global dialogue on culturally grounded models of teacher development.