FROM UNDERSTANDING TO ACCEPTANCE: ISLAMIC STATEHOOD AMONG TEACHERS IN A STATE-LINKED ISLAMIC EDUCATIONAL SYSTEM IN KELANTAN
DOI:
https://doi.org/10.37231/apj.2026.9.2.979Abstract
Abstract: Research on Islamic statehood in Malaysia has largely focused on political institutions, constitutional debate and governance, while less attention has been paid to how the concept is understood and accepted within Islamic educational settings. This study examines acceptance of Islamic statehood among teachers in a state-linked Islamic education system in Kelantan and its association with their understanding of the concept. A cross-sectional survey was conducted with 228 teachers from five Maahad Kawalan institutions administered by Yayasan Islam Kelantan. Descriptive statistics and Spearman's rank-order correlation were used. Overall acceptance was very high (M = 4.72). The strongest agreement concerned the protection of religious education and da'wah (M = 4.83), while the statement that a Muslim-majority country may be regarded as an Islamic state received the lowest mean, although it remained high (M = 4.38). Understanding was positively associated with acceptance (r_s = 0.701, p < 0.001). Teachers who reported stronger understanding also tended to report stronger acceptance, but the cross-sectional design does not establish causal direction. By separating conceptual understanding from normative acceptance, the study adds an individual-level perspective to research on religion, education and social attitudes in Kelantan.
Keywords: Islamic State; Islamic Education; Islamic Statehood; Kelantan; Teachers
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