<![CDATA[Teacher personality is an important dimension of Islamic education, where educators support students’ intellectual, ethical, and spiritual development. This study examines human personality and personal development in selected works by Ibn Sina, Al-Ghazali, and Malik Badri to explore their potential implications for understanding teacher personality. A qualitative library research approach combines document analysis, thematic analysis, and comparative interpretation. Primary sources comprise selected works by the three thinkers, supplemented by scholarly books and journal articles on Islamic philosophy, ethics, psychology, and educational development. The analysis is organized around three provisional dimensions: intellectual development, ethical and spiritual formation, and psychological understanding of the self. It examines similarities, differences, and complementary perspectives while preserving each thinker’s distinct intellectual context. Ibn Sina’s philosophical psychology provides a basis for considering the soul and intellectual capacities. Al-Ghazali’s ethical and spiritual thought emphasizes moral conduct, self-discipline, and the relationship between knowledge and character. Malik Badri’s engagement with modern psychology highlights the critical examination of psychological theories in relation to Islamic perspectives. Comparative interpretation suggests that these contributions may inform a multidimensional understanding of teacher personality encompassing intellectual competence, moral responsibility, and psychological awareness. The study offers a conceptual synthesis that connects these perspectives to teacher development while maintaining their contextual and theoretical distinctions. This synthesis provides a basis for further discussion of teacher personality in Islamic education. Empirical research remains necessary to examine how the proposed dimensions relate to teachers’ professional practices.]]>
