Teacher Dilemmas in Integrated Islamic Schools: A Case Study on the Gap Between Islamic Work Environment and the Reality of Professional Welfare

Abstract

Integrated Islamic Schools (SIT) are growing rapidly in Indonesia, yet teacher welfare within these institutions remains underexplored. This study aims to uncover the professional dilemmas experienced by SIT teachers, specifically the gap between the Islamic work environment and the realities of workload and compensation. Using a qualitative approach with a case study design involving one teacher at an SIT in Cirebon, data were collected through open-ended questionnaires and analyzed thematically. The main findings reveal three themes: (1) positive values of the Islamic work environment, such as the 3S culture (Smile, Greet, Salaam), shared religious practices, and professional development; (2) sources of dilemma, including disproportionate workload, dual expectations, value conflicts, and structural injustice in the PPPK policy; and (3) coping strategies through spiritual reframing (ibadah, amal jariyah, tawakkal) and the social capital of the teacher community. This study reveals that spirituality functions as an active coping mechanism, not merely a passive identity. The implications call for improvements to workload distribution systems, work-life balance policies, and equitable welfare access for private school teachers.