Motivational pathways to primary Islamic teacher education: Toward an integrative model

Motivation plays a crucial role in shaping students’ academic decisions and professional commitment in Islamic primary teacher education. The increasing interest in the Islamic Primary School Teacher Education Study Programme (PGMI) indicates the programme’s social and academic appeal, yet the motivational foundations behind students’ choices require deeper investigation. Existing studies on major choice and teacher education have generally emphasised socio-economic considerations, employment prospects, professional interest, family support, and religious values, but have not sufficiently explained how these elements operate as an integrative motivational pathway. This study aims to examine the motivational pathways of PGMI students and to formulate an integrative model that connects internal motivation, external support, institutional reinforcement, and religious self-actualisation. Using a descriptive qualitative design, data were collected through questionnaires distributed to 150 students (approximately 130 valid responses), semi-structured interviews with 11 informants, and institutional documentation. The findings show four interrelated patterns: internal motivation, family support, academic environment, and self-actualisation. These patterns indicate that students’ choice of PGMI is not merely an academic decision or employment strategy, but a pathway towards religiously grounded professional commitment. The study recommends strengthening academic governance, student mentoring, and values-based professional development in Islamic teacher education.