This study aims to analyse the behaviour of the Sekolah Rendah Agama (SRA) Jabatan Agama Islam Selangor (JAIS) teachers in teaching and learning activities (PdP) after going through the teacher training programme based on the Integrated Holistic Education System (IHES). The study also analysed the contributions that existed regarding teachers’ ; behaviour in teaching that influenced the level of performance of SRA JAIS teachers in performing tasks. The  study employed a quantitative approach using the questionnaire form as a research instrument based on the Kirkpatrick assessment model to explain the behaviour aspects of SRA JAIS teachers in implementing PdP. The study sample consisted of 535 SRA JAIS teachers from a total population of 5,489 teachers covering nine districts in Selangor. The analysis  was performed using the SPSS Programme Version 22.0 software to provide descriptive and inferential statistics for the study. Descriptive study findings show that the mean value is high in the whole aspect of teacher behaviour in PdP. However, there are high-quality items regarding the behaviour of the teacher involving the three items. Through double regression analysis (stepwise), there is a significant correlation between  contribution and  performance among teachers in schools. The implications of this study suggest that  JAIS should provide specific training related to the teaching approach to improve the quality of teachers. In conclusion, the change in teacher behaviour from the PdP aspect has contributed to the overall level of teacher performance and needs to be improved from time to time in accordance with current educational needs and developments.

This study embarks from the great and huge responsibility of teachers nowadays especially the IRT (Islamic religious teachers). As the role model of students, they play an important task especially in producing the good Muslim character. Therefore, their job not only focuses on the content of subject but becomes wider in scope, more than other teachers in molding a human. For this, the mind faculty plays an important role. Many studies have proved that people's belief and how they perceive themselves can influence their personality and make them be a center of attention. The past research findings have shown that teachers need to have the PSC (positive self-concept) to help them become a successful role model and produce the great Muslim character in the future. Thus, this study seeks to look at the need of PSC in IRT as a role model. This study is a conceptual paper which is based on the analysis of document method. The paper will discuss the role of IRT, the PSC and the needs for teachers, and the influence of teachers' PSC on students' behaviour. Due to current scenario of social ills, the IRT responsibility of educating and molding the good character of Muslim students becomes much more challenging. Therefore, in order to make sure the vision is accomplished, IRT must build the PSC in themselves first.

A variety of constraints which exist in relation to this matter have affected teacher’s ability to innovate. However, there are a number of teachers who are actively innovating. They are known as Innovative Teachers. What triggers them to actively innovate? This phenomenon is explored using qualitative method. Two Innovative Islamic Education Teachers (IIET) were interviewed in-depth. The findings showed that IIET began to innovate after being coerced by administrators in their schools. School administrators have made innovation as work target or performance indicator and organized innovation competitions between committees. The initiative taken have built IIET's experience and confidence to continuously introduce innovation in their teaching. As a result, they continue to innovate and provide guidance to other teachers to engage in innovation. The research shows that administrators at MOE, State Education Department, District Education Office and schools level need to encourage teachers to improve the quality of teaching through innovation.