Abstract
In the evolving educational paradigm of Islamic hybrid institutions, the recruitment of science teachers necessitates more than academic qualifications—it requires alignment in both behaviour and values with institutional goals. This study explores the application of Behavioral Competency Theory in teacher recruitment by introducing teacher dossiers as tools for both pre-service evaluation and ongoing professional development. Using Maharat Model Madrasah as a case study, the research analyzes how structured dossiers document pedagogical strategies, moral integration, reflective practices, and student engagement— all of which are core indicators of teaching efficacy in dual-outcome environments. The findings indicate that dossier-based recruitment reduces post-hiring mismatches, improves teacher retention, and fosters alignment with the institution’s academic and spiritual mission. Through ten competency domains including lesson planning, classroom management, feedback mechanisms, and moral reasoning—teacher dossiers serve as a multidimensional framework to assess readiness and to develop reflective teaching identities. This model encourages a shift from traditional CV-based hiring to a competency-driven approach that empowers educators to become both subject experts and. ethical role models.
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