Exploring the Impact of Teachers’ Silent Prayers on Student Academic Performance: A Qualitative Inquiry through the Lens of Qur'anic Perspective

Abstract

This qualitative study explores the perceived impact of teachers’ silent prayers on students’ academic performance, contextualized within a Qur’anic framework. Recognizing that spirituality plays a vital, yet often unexamined, role in educational settings, the research investigates how teachers interpret and practice silent prayers as part of their pedagogical and spiritual responsibilities. The study further examines the Qur’anic motivations that underlie such practices and how they are internalized in contemporary teaching contexts. Drawing upon interpretive phenomenological analysis (IPA), data were collected through semi-structured interviews with 10 experienced secondary and higher secondary teachers from religious and public educational institutions in Narowal, Pakistan. Thematic analysis revealed two overarching themes: (1) Silent Prayer as a Spiritual Catalyst for Student Success and (2) Qur’anic Foundations Guiding Teachers' Prayerful Practices. Sub-themes such as Divine Intention and Reliance on Allah (Tawakkul), Teacher Spiritual Accountability (Taqwa), and the Role of Ikhlas (sincerity) in invoking blessings emerged prominently in participants' reflections. Teachers consistently reported a strong belief in the invisible influence of their silent prayers on their students' academic and moral development. Quotations revealed that these practices are often rooted in Qur’anic injunctions emphasizing du‘ā (supplication), the teacher's role as a spiritual guide, and a sense of moral responsibility before God. The discussion situates these findings within existing literature on religious pedagogy, spiritual intelligence, and moral education while also identifying a significant gap in empirical studies focused on prayer as a pedagogical act. The study concludes that silent prayer is not only a deeply personal act but also an influential spiritual tool shaping the classroom environment, student motivation, and teacher ethics.This research contributes a novel perspective by linking Qur’anic principles with contemporary educational experiences, highlighting the transformative potential of silent prayers in enhancing academic success and teacher-student spiritual connectivity.

Keywords: silent prayer, student academic performance, Qur’anic perspective, teacher motivation, spiritual pedagogy, qualitative inquiry, du‘ā, Islamic education.