<![CDATA[Teacher certification is expected to improve instructional quality. Previous studies have largely focused on certification policies or teacher professionalism, with limited attention to the combined influence of personality and pedagogical competencies among certified Islamic Education (PAI) teachers. This study examined the structural relationships between personality competence, pedagogical competence, and student learning satisfaction among certified PAI teachers in State Islamic Senior High Schools in North Sumatra. A cross-sectional quantitative study with a descriptive-correlational design was conducted among 391 students selected through proportionate stratified random sampling. Personality competence, pedagogical competence, and student learning satisfaction were measured using validated questionnaires adapted from teacher competency standards, Shulman’s Pedagogical Content Knowledge (PCK) framework, and the SERVQUAL model. Instrument validity and reliability were established through expert review, pilot testing, exploratory factor analysis, and confirmatory factor analysis. Structural relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Personality competence significantly influenced pedagogical competence (β = 0.845, p < 0.001) and directly affected student learning satisfaction (β = 0.299, p < 0.001). Pedagogical competence was the strongest predictor of learning satisfaction (β = 0.613, p < 0.001). The combined effect of personality and pedagogical competence showed a strong positive association with student learning satisfaction (β = 0.873, p < 0.001). Teacher certification contributes to student learning satisfaction when it is supported by strong personal and pedagogical competencies. Integrating PCK and SERVQUAL within a PLS-SEM framework, this study provides evidence for strengthening continuous professional development policies beyond certification alone.]]>
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