Reconsidering Professional Values in Muslim School Education: A Qualitative Needs Analysis Informed by Al-Ghazali’s Educational Thought in Sri Lanka

This study examines the need for an Islamic Professional Values Framework for
the teaching profession in Muslim schools in Sri Lanka through the lens of Imam
al-Ghazali's educational philosophy. Despite the central role of Islamic values in
Muslim education, limited empirical research has explored how these values are
perceived and practiced by teachers in the Sri Lankan context. Employing an
interpretive qualitative design, semi-structured interviews were conducted with
eight purposively selected participants, including teachers, principals, a curriculum
developer, and an Islamic education expert. The interview data were analyzed
thematically using ATLAS.ti.The findings are presented according to three
research questions. First, participants unanimously affirmed that Islamic values are
fundamental to the teaching profession, viewing teaching as both amānah (a sacred
trust) and ʿibādah (an act of worship), while expressing concern over an increasing
emphasis on material and administrative priorities. Second, respondents identified
ikhlāṣ (sincerity), amānah (trustworthiness), raḥmah (compassion), ʿadl (justice),
ṣabr (patience), honesty, integrity, responsibility, and uswah ḥasanah (exemplary
conduct) as the essential values that Muslim teachers should embody. Third, participants reported that teachers' commitment to these values is inconsistent,
citing declining ethical practices alongside examples of exemplary educators who
continue to model Islamic character.The study concludes that a significant gap
exists between the Islamic ideals of the teaching profession and contemporary
practice in Muslim schools in Sri Lanka. The findings provide empirical evidence
supporting the development of a contextually relevant Islamic Values Framework
to guide teacher recruitment, professional development, and ethical practice in
Muslim schools.