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ABSTRACT
This research aims to study the level of Islamic private school teachers’ role for developing
communities of southern border provinces in the area of education, promoting occupation, economics,
politics, preserving culture as well as participating activities in communities. In this research, the actual
role and expected role of Islamic teachers according to acknowledgements of local leaders and Islamic
leaders are compared in order to study problems, obstacles, and suggestions. Due to the sample in this
research, there are 342 people including Islamic private school’s. As a result, the findings reveal that
(1) Almost the religious teachers in Islamic Private School had fairly played a vital role in developing
their communities. (2) The overall comparison result looking from the genuine role and the estimated
role of the teacher according to the observation of the community and religious leader has show the
differences through statistical inference indicated that 0.001 in which the former revealed fairly and
the later one was extremely respectively. (3) Problems, obstacles, and suggestions for developing
communities of Islamic private school’s teachers in southern border provinces are as follows: Problems
and obstacles: The local people do not consider education as an important role. This is because they lack
of sufficient income as well as teachers do not play an important role in communities; therefore, there is
no opportunity for further developing communities. There are many reasons why Islamic teachers could
not participate for developing communities: Firstly, Islamic teachers are considered as a militant person
who stage the insurrection; the insurrection in southern border provinces; lack of the coordination between
government and private sector; lack of government funds; lack of opportunity to suggest any comments
to communities; lack of instrument and equipment; there is no person in charge to coordinate with
government sector; high debt of local people, some communities are separated from each other, some
activities are prohibited to Muslims for participating according to Islamic rules and principles.
Suggestions from Islamic teachers: Firstly, Islamic teachers’ role should be determined definitely.
Secondly, it is necessary to give an opportunity to Islamic teachers to accept some official positions in
communities. Thirdly, it would be better if the government sector settles Islamic teachers as government
official or government employee in order to perform development and satisfy the government policy
easily. Moreover, the education budget should be allocated and covered in all areas as well as the education
in mosque should be accepted from government sector. Next, it is necessary to settle the organization or
communitynetworkaswell as commercial courses shouldbeadded in Islamicprivate schools. Furthermore,
it is necessary for local administrative organization and Islamic teachers to coordinate each other. In
addition, the government sector should not only support economic development but also promoting
occupation to all local people in communities. However, it would be better if the government could
settle aid funds in all communities. Finally, it is necessary for the government to accept Muslim
culture in southern border provinces as well as activities should be considered in order to
accept by Islamic rules and principles correctly.
Keywords :
Roles; Religious Teachers; Community Development; Southern Border Provinces
