Analysis of Islamic Education Teachers' Soft Skills in Managing Students' Mental Health and Emotional Development at SMAS Adabiah Padang
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Abstract
Mental health and emotional development issues among students have become a global concern, with rising cases of anxiety, depression, and behavioral problems affecting academic performance and well-being. These challenges are exacerbated by the lack of adequate teacher preparedness in addressing such issues, particularly in Islamic education contexts. This study aims to analyze the soft skills of Islamic Education (PAI) teachers at SMAS Adabiah Padang in managing students' mental health and emotional development. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving PAI teachers and students. The findings reveal that teachers employ soft skills such as empathy, effective communication, and emotional intelligence to identify and address students' mental health issues. However, the study also highlights gaps in teachers' training and resources, limiting their ability to provide comprehensive support. The research concludes that enhancing PAI teachers' soft skills through targeted professional development programs is crucial for fostering students' mental and emotional well-being. A key limitation of this study is its focus on a single institution, which may affect the generalizability of the results. Nonetheless, it provides valuable insights for improving teacher training and addressing mental health challenges in Islamic educational settings.
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Islami, S., Rahmi, R., & Julhadi, J. (2025). Analysis of Islamic Education Teachers’ Soft Skills in Managing Students’ Mental Health and Emotional Development at SMAS Adabiah Padang. Edu Global : Jurnal Pendidikan Islam, 6(1), 28-35. https://doi.org/10.56874/eduglobal.v6i1.2241
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References
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[8] K. H. Rahmi, “Teachers’ mental health and well-being in education: What can be improved for the education system in Indonesia?,” Multidiscip. Rev., vol. 7, no. 12, 2024, doi: 10.31893/multirev.2024301.
[9] K. R. Mazzer and D. J. Rickwood, “Teachers role breadth and perceived efficacy in supporting student mental health,” Adv. Sch. Ment. Health Promot., vol. 8, no. 1, pp. 29–41, 2015, doi: 10.1080/1754730X.2014.978119.
[10] K. L. Phillippo and M. S. Kelly, “On the Fault Line: A Qualitative Exploration of High School Teachers’ Involvement with Student Mental Health Issues,” School Ment. Health, vol. 6, no. 3, pp. 184–200, 2014, doi: 10.1007/s12310-013-9113-5.
[11] J. Tyler, “Emotional Intelligence and Soft Skills: A Case Study on Information Technology Employee Performance,” Walden University, 2022.
[12] H.-J. Chang, M. S. Shin, and H. J. Kim, “A study about recognition of middle school and high school students on teacher’s communication skills,” Clin. Arch. Commun. Disord., vol. 7, no. 3, pp. 131–136, 2022, doi: 10.21849/CACD.2022.00794.
[13] R. Palos and M. C. Petrovici, “Perceived importance of communication skills and their predictive value for academic performance,” Rev. Cercet. si Interv. Soc., vol. 46, pp. 85–98, 2014, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907284685&partnerID=40&md5=3b865b5456694858747845226f2fb705
[14] N. A. Majid, Z. M. Jelas, N. Azman, and S. Rahman, “Communication skills and work motivation amongst expert teachers,” in Procedia - Social and Behavioral Sciences, 2010, pp. 565–567. doi: 10.1016/j.sbspro.2010.10.075.
[15] Y. Cai, Y. Yang, Q. Ge, and H. Weng, “The interplay between teacher empathy, students’ sense of school belonging, and learning achievement,” Eur. J. Psychol. Educ., vol. 38, no. 3, pp. 1167–1183, 2023, doi: 10.1007/s10212-022-00637-6.
[16] A. Ratka, “Empathy and the development of affective skills,” Am. J. Pharm. Educ., vol. 82, no. 10, pp. 1140–1143, 2018, doi: 10.5688/ajpe7192.
[17] B. Shishkov, “Case Study and Examples,” in Enterprise Engineering Series, 2020, pp. 175–234. doi: 10.1007/978-3-030-22441-7_7.
[18] R. Longhurst, “Interviews: In-Depth, Semi-Structured,” in International Encyclopedia of Human Geography, University of Waikato, Hamilton, New Zealand: Elsevier Inc., 2009, pp. 580–584. doi: 10.1016/B978-008044910-4.00458-2.
[19] G. A. Fine, “Participant Observation,” in International Encyclopedia of the Social & Behavioral Sciences: Second Edition, Northwestern University, Chicago, IL, United States: Elsevier Inc., 2015, pp. 530–534. doi: 10.1016/B978-0-08-097086-8.44041-9.
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[22] M. S. Ibarra-Sáiz, A. González-Elorza, and G. Rodríguez-Gómez, “Methodological contributions to the use of semi-structured interview in educational research based on a multiple case study,” Rev. Investig. Educ., vol. 41, no. 2, pp. 501–522, 2023, doi: 10.6018/rie.546401.
[23] D. Byrne, “A worked example of Braun and Clarke’s approach to reflexive thematic analysis,” Qual. Quant., vol. 56, no. 3, pp. 1391–1412, 2022, doi: 10.1007/s11135-021-01182-y.
[24] L. Hole, “Handle with care; considerations of Braun and Clarke’s approach to thematic analysis,” Qual. Res. J., vol. 24, no. 4, pp. 371–383, 2024, doi: 10.1108/QRJ-08-2023-0132.
[25] C. Fona, “Qualitative data analysis: Using thematic analysis,” in Researching and Analysing Business: Research Methods in Practice, 2023, pp. 130–145. doi: 10.4324/9781003107774-11.
[26] A. Majumdar, “Thematic Analysis in Qualitative Research,” in Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines, 2022, pp. 604–622. doi: 10.4018/978-1-6684-3881-7.ch031.
[27] P. Rezi et al., “Mental Health And Adolescents Character Development Islamic Perspective,” Eur. J. Mol. Clin. Med., vol. 7, no. 11, pp. 235–240, 2020.
[28] M. M. Rahman, “Mental Health: Islamic Perspective,” QIJIS (Qudus Int. J. Islam. Stud., vol. 3, no. 1, pp. 54–71, 2015.
[29] T. T. Tin et al., “Educational Big Data Analytic – A Mediation Analysis of the Covariates of Academic Performance,” Pakistan J. Life Soc. Sci., vol. 22, no. 2, pp. 2626–2640, 2024, doi: 10.57239/PJLSS-2024-22.2.00191.
[30] T. Sanada, “Contextualizing ijime: The relationship between school bullying, socioeconomic status, and academic achievement with a focus on school position,” Contemp. Japan, 2025, doi: 10.1080/18692729.2024.2425550.
[31] A. B. Kelly et al., “Depressed Mood During Early to Middle Adolescence: A Bi-national Longitudinal Study of the Unique Impact of Family Conflict,” J. Youth Adolesc., vol. 45, no. 8, pp. 1604–1613, 2016, doi: 10.1007/s10964-016-0433-2.
[32] M. Ulya, M. Yasir, Nurliana, and Numasanah, “Mental Health Based on the Qur ’ an Perspective,” in Alhamdic Conference Proceeding, 2024, pp. 7–14.
[33] D. R. Topor, S. P. Keane, T. L. Shelton, and S. D. Calkins, “Parent involvement and student academic performance: A multiple mediational analysis,” J. Prev. Interv. Community, vol. 38, no. 3, pp. 183–197, 2010, doi: 10.1080/10852352.2010.486297.
[34] L. Gilmore and G. Boulton-Lewis, “‘Just try harder and you will shine’: A study of 20 lazy children,” Aust. J. Guid. Couns., vol. 19, no. 2, pp. 95–103, 2009, doi: 10.1375/ajgc.19.2.95.
[35] R. B. McNeal, “Checking in or checking out? investigating the parent involvement reactive hypothesis,” J. Educ. Res., vol. 105, no. 2, pp. 79–89, 2012, doi: 10.1080/00220671.2010.519410.
[36] N. Zhao et al., “School bullying results in poor psychological conditions: evidence from a survey of 95,545 subjects,” Front. Psychol., vol. 15, 2024, doi: 10.3389/fpsyg.2024.1279872.
[37] M. K. Hasan, H. Uddin, T. B. Younos, N. A. H. Mukta, and D. Zahid, “Prevalence of truancy among school-going adolescents in three South Asian countries: association with potential risk and protective factors,” Int. J. Adolesc. Youth, vol. 28, no. 1, pp. 226–241, 2023, doi: 10.1080/02673843.2023.2242480.
[38] A. Khodijah, I. Nani, and M. Rahmat, “Religious Education as a Tool for Mental Health Improvement in Madrasah Aliyah,” EDUKASI J. Penelit. Pendidik. Agama dan Keagamaan, vol. 22, no. 2, pp. 311–323, 2024, doi: 10.32729/edukasi.v22i2.1895.
[39] M. H. Rahman, M. Bin Amin, M. F. Yusof, M. A. Islam, and S. Afrin, “Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh,” Cogent Educ., vol. 11, no. 1, p., 2024, doi: 10.1080/2331186X.2024.2327752.
[40] C. Odescalchi, L. Paleczek, and B. Gasteiger-Klicpera, “Primary school teachers´ social-emotional competencies and strategies in fostering the social participation of students with SEBD,” Eur. J. Spec. Needs Educ., vol. 00, no. 00, pp. 1–15, 2024, doi: 10.1080/08856257.2024.2370149.
[41] M. A. Brackett, S. E. Rivers, M. C. Bertoli, and P. Salovey, “Emotional intelligence: Implications for personal, social, academic, and workplace success,” Soc. Personal. Psychol. Compass, vol. 5, no. 1, pp. 88–103, 2011, doi: 10.1111/j.1751-9004.2010.00334.x.
[42] M. M. Fitzgerald, K. Shipman, M. Pauletic, K. Ellesworth, and A. Dymnicki, “Promoting educator social emotional competence, well-being, and student–educator relationships: A pilot study,” Ment. Heal. Prev., vol. 26, p. 200234, 2022, doi: https://doi.org/10.1016/j.mhp.2022.200234.
[43] M. J. N. Nalipay, C. S. Chai, M. S.-Y. Jong, and M. G. Bajal, “Teachers’ Experiences of Handling Students with Mental Health Issues: Implications for School Mental Health Programs,” School Ment. Health, vol. 17, no. 1, pp. 217–233, 2025, doi: 10.1007/s12310-024-09720-3.
[44] L. Shelemy, K. Harvey, and P. Waite, “Secondary school teachers’ experiences of supporting mental health,” J. Ment. Heal. Training, Educ. Pract., vol. 14, no. 5, pp. 372–383, 2019, doi: 10.1108/JMHTEP-10-2018-0056.
[45] C. Silke et al., “Activating Social Empathy: An evaluation of a school-based social and emotional learning programme,” Soc. Emot. Learn. Res. Pract. Policy, vol. 3, p. 100021, 2024, doi: https://doi.org/10.1016/j.sel.2023.100021.
[46] A. Hossain, S. H. Ansari, R. Sarkar, and S. Bhattacharjee, “The Role Of Teacher-Student Relationships In Promoting Emotional Well-Being In Primary Schools In West Bengal,” IOSR J. Humanit. Soc. Sci., vol. 30, no. 1, pp. 50–56, 2025, doi: 10.9790/0837-3001065056.
[47] A. Alimni, A. Amin, and D. A. Kurniawan, “The role of Islamic education teachers in fostering students’ emotional intelligence,” Int. J. Eval. Res. Educ., vol. 11, no. 4, pp. 1881–1892, 2022, doi: 10.11591/ijere.v11i4.22116.
