Abstract

This qualitative case study explores the nature and impact of professional development among teachers and administrators in Madrasa institutions, focusing on how initiatives such as training programs and conferences influence teaching practices and classroom management. The study was conducted in four Madrasa institutions in Aligarh, Uttar Pradesh, India, involving eight participants, two teachers and one administrator from each institution. The study considered variables such as motivation, competence, experience, and job satisfaction, alongside external factors such as the integration of ICT in professional practice. Data were collected through questionnaires, semi-structured interviews and observation to gain insights into participants’ engagement with, and perceptions of, professional growth. Thematic analysis of the data revealed five recurring themes: lack of awareness, shortage of funding and resources, inconvenient scheduling, language barriers, and limited opportunities for meaningful professional growth. The findings highlight that teachers’ professional growth is closely linked to the administrators’ own development and institutional support. The study also indicates that professional growth programs in Madrasa institutions are infrequent, often lack relevance to mainstream education, and are constrained by limited budgets and rigid curricula.- These results highlight the need for contextually relevant, well-funded, and sustainable professional growth initiatives to enhance teaching quality and institutional effectiveness in Madrasa education.

Keywords: Administrator development, educational challenges, madrasa education, professional development, qualitative case study, teacher training