<![CDATA[This study aims to analyze the forms of personality competence of Islamic Religious Education (IRE) teachers and their role in shaping students' character at MTs Negeri 4 West Lombok. A descriptive qualitative approach was employed with the head of the madrasah, IRE teachers, and students as data sources. Data were collected through non-participant observation, interviews, and documentation, and analyzed using Miles and Huberman's stages of data reduction, data display, and conclusion drawing/verification. The findings show that the dominant forms of teachers' personality competence include religiosity, honesty, discipline, patience, and sincerity. These competencies are manifested in religious modeling, habituation of prayer and Qur'anic recitation, punctuality, honesty in interaction, emotional control, and guidance through polite speech. The role of personality competence is reflected in a stable and consistent personality, maturity and wisdom, authority, noble character, and exemplary conduct. Teachers' role modeling contributes to students' habits of respecting teachers, obeying rules, participating in religious activities, maintaining appropriate speech, and developing self-control. The findings indicate that teachers' personality competence functions not merely as an individual professional quality, but also as a pedagogical mechanism for character formation through modeling, habituation, advice, and reinforcement of the madrasah culture]]>
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