دور معلمي تحفيظ القرآن الكريم بجمعية مكنون في تنمية القيم الشخصية لدى طلبتهم
The study aimed to identify the role of Quran memorization teachers at the Maknoon Association in developing students’ personal values, to explore the main challenges they face, and to examine the differences in this role according to several demographic and professional variables (gender, academic qualification, years of experience, number of training courses, geographical location, job role, and whether the teacher is a graduate of the Association). The study adopted the descriptive-analytical approach due to its suitability for achieving the study objectives. Data was collected using a questionnaire consisting of 38 items distributed across two main dimensions: self (individual) values and values related to others (relational values), in addition to a dimension addressing the challenges faced by teachers, and open-ended questions analyzed qualitatively through content analysis. The study sample comprised 407 male and female teachers working in Quran memorization circles affiliated with the Maknoon Association in Riyadh, selected through the simple random sampling method. The results indicated that the role of Quran memorization teachers in developing students’ personal values was very high, with an overall mean score of 4.435. The values related to others dimension ranked first with a mean of 4.457, followed by the self (individual) values dimension with a mean of 4.414. The level of challenges faced by teachers was found to be moderate, with an overall mean of 2.684, mainly represented by the large number of students, low parental awareness of personal values, and the absence of interactive programs directly focused on value development. The findings also revealed statistically significant differences attributed to gender, in favor of females; to job role, in favor of teachers with an educational role in the self-values dimension; and to training courses, in favor of those who had attended five or more specialized courses. In contrast, no significant differences were found based on academic qualification, years of experience, geographical location, or whether the teacher was a graduate of the Association, indicating homogeneity in value-related practices among the Association’s teachers. Considering these findings, the study recommends enhancing specialized training programs focused on developing personal values in accordance with the Quranic approach, strengthening collaboration between families and the Association to support moral education, and developing supervisory standards that help improve teachers’ performance and promote the application of Quranic values in daily educational practices. (Author’s abstract)