Abstract
A very limited research has been done in the field of career development among Islamic education teachers. Most of the previous researches showed an improvement in terms of grades, positions, and responsibilities of their previous routines as an indicator of their career advancement. However, this conceptual (concept paper) discusses how personality factors, career planning, and career strategy can provide significant contribution to the success of Islamic education teachers’ career. Based on the Five Factor Model, Gould Planning Model, and the support of previous researches, this paper discusses how these three factors can contribute to the success of Islamic education teachers’ career. This paper also discusses its impact towards Islamic education teachers in Malaysia, schools management, District Education Office, Ministry of Education, and teachers education institutions.
Highlights
Studies on career advancement have been much discussed, contemporary studies continue to insist that more dynamic studies on career success are needed (Harris & Ogbonna, 2006)
This is supported by Breland et al, (2007) as he emphasized that subjective career success refers to the individuals’ satisfaction towards their achievement in career advancement
This study examines the relationship between demographic profiles, personality traits, career planning, career strategies and subjective career success
Summary
Studies on career advancement have been much discussed, contemporary studies continue to insist that more dynamic studies on career success are needed (Harris & Ogbonna, 2006). The Headmasters and Senior Assistants posts in primary schools are positions that refer to the employment warrant approved by the government through the Operating Budget Estimation (ABM) dedicated to PPPLD (Postgraduate Diploma in Education Service Officers) while outstanding teachers are promoted to Graduate Education Services Officers, but remain teaching. These positions are seen as career advancement driven by subjective success as to fulfill intrinsic success. This model explains the relationship between career planning, career strategies and career success among Islamic educators while the Five-Factor Model theory assists the subjective career success towards career advancement
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