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Relevant bibliographies by topics / Imam Hatip Schools

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Academic literature on the topic 'Imam Hatip Schools'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Imam Hatip Schools"

1

Junaedi, Mahfud. "IMAM HATIP SCHOOL (IMAM HATIP LISESI): Islamic School in Contemporary Secular Turkey." Analisa 1, no. 1 (2016): 121. http://dx.doi.org/10.18784/analisa.v1i1.219.

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<p><em>Imam Hatip schools have been a crucial and controversial Islamic education in a secular Turkey. The majority of Imam Hatip School students come from families who live and conduct their relations in accordance with Islamic norms and principles. Many conservative, religious-minded parents in rural and small town (in central and eastern Turkey) sent their children after primary school to an Imam Hatip High school, because this is the only school type where they would study Islamic subjects besides the general curriculum and where the teachers were believed to impart traditional

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2

Öztürk, Adem, and Mehmet Ali Hamedoğlu. "Parents’ Perceptions of the Institutional Image of Imam Hatip Secondary Schools." International Journal of Educational Research Review 10, no. 3 (2025): 179–86. https://doi.org/10.24331/ijere.1715572.

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The aim of this study is to identify parental perceptions of the institutional image of Imam Hatip secondary schools, which are not bound by the address-based enrollment system and allow registration based on parental preference, as well as the factors influencing these perceptions. The research population consists of the parents of students enrolled in 14 independent Imam Hatip secondary schools operating in the province and districts of Bolu, with a total of 1,759 students. The sample comprises 500 parents randomly selected from this population. The study employed a survey model, and data we

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3

Nathir Jassim, Afrah. "Imam-Hatip Schools In Turkey1951 – 1994." مجلة دراسات إقلیمیة 7, no. 20 (2010): 191–206. http://dx.doi.org/10.33899/regs.2010.6487.

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4

Tayyba Zahoor and Dr. Muhammad Tahir Mustafa. "A History of Imam Hatip Schools in Turkey: A Transformative Chain of Knowledge in the Contemporary Muslim World." Al-Qamar 4, no. 1 (2021): 223–44. https://doi.org/10.53762/nk3c5w58.

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Imam Hatip schools in Turkey have been considered a transformative Institute in the contemporary Muslim world due to their historical transformation and some unique characteristics. In the beginning, the sole objective of this system was to produce Imam and Hatip only. But, over time this aim was transformed to develop religious beliefs among the students. The objective of this article is to observe the historical transformation of this system as a significant fragment of the Turkish National Education System. Having grown continuously, Imam Hatip schools are now tasked with nurturing a new ge

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5

Şefika, Şule, Nilhan Şuay, and Zeynep. "Leadership Competencies of the Imam Hatip School Administrators." Eskiyeni, no. 44 (September 20, 2021): 819–41. https://doi.org/10.37697/eskiyeni.951709.

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That many changes have occurred over the years can be seen when the management theories and leadership competencies in the body of literature are examined. Changes and developments in management theories and leadership competencies have guided the assumed roles of school administrators. In this conducted study, to determine the current leadership competencies of the school administrators who serve in these schools according to the written opinions of the teachers who teach at imam hatip schools and the branch managers who deal with the imam hatip schools and to compare these views with the lea

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6

Mohd Nor, Mohd Roslan, and Muhammad Khalis Ibrahim. "Conflicts of Religious Education in a Secular State: a Study on Turkey’s Imam-Hatip School." QIJIS (Qudus International Journal of Islamic Studies) 8, no. 1 (2020): 107. http://dx.doi.org/10.21043/qijis.v8i1.5849.

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Although the secularization process has been carried out tremendously in modern Turkey since the establishment of the republic, the role of religion (i.e. Islam) was not fully denied. This became more apparent especially in the area of education. In this regard, the Kemalist regime has established the Imam-Hatip School since the formation of modern Turkey. However, throughout its development, the schools have experienced various challenges and sanctions. Hence, this paper aims to discuss the conflicts faced by the Imam-Hatip School as a religious educational institution in Turkey and attempts

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7

Ali, Baltacı. "İmam-Hatip Lisesi Öğrencilerinin Değer Yönelimleri / The Value Orientations of Imam-Hatip High School Students." Eskişehir Osmangazi Üniversitesi İlahiyat Fakültesi Dergisi / Journal of Eskişehir Osmangazi University Faculty of Theology 6, no. 11 (2019): 125–58. https://doi.org/10.5281/zenodo.3451376.

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İmam-Hatip Lisesi Öğrencilerinin Değer Yönelimleri Öz <strong> </strong>Bu araştırmanın amacı, imam-hatip liselerinde öğrenim gören öğrencilerin değer yönelimlerini, değer yönelimlerindeki farklılaşmaları çeşitli demografik değişkenler açısından belirlemektir. Betimsel tarama modelinde tasarlanan araştırmaya, Ankara, İstanbul, İzmir, Antalya, Adana, Konya, Trabzon, Erzurum, Malatya, Samsun, Gaziantep ve Diyarbakır illerinde öğrenim gören, karma örnekleme yöntemiyle belirlenmiş toplam 1389 imam-hatip lisesi öğre

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8

Bilgen, Sait. "The Human Model Intented to be Raised in Project Anatolian Imam Hatip High Schools." Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR] 10, no. 2 (2025): 378–401. https://doi.org/10.30622/tarr.1673082.

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This study analyzes the human model aimed to be cultivated by Project Anatolian Imam Hatip High Schools, which have become a significant part of religious education policies in Türkiye in recent years. A qualitative research method was adopted, and document analysis was used to examine the curricula published by the Ministry of National Education. Based on the objectives of elective courses implemented in each program type, the characteristics of the desired human model were identified and categorized. All Project Anatolian Imam Hatip High School programs commonly emphasize reciting the Qur'an

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9

Suprianto, Bibi. "Revitalization of islamic education at the imam hatip school in turkey." ATTARBIYAH: Journal of Islamic Culture and Education 5, no. 1 (2020): 43–59. http://dx.doi.org/10.18326/attarbiyah.v5i1.43-59.

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This research tells about the revitalization of Islamic education at the Imam Hatip school during Erdogan’s leadership. Also, this study reveals the beginning of Islamic education in Turkey during the Ottoman Empire, the Attaturk government, and continued by Erdogan’s leadership. This research aims to find out about Islamic education during Erdogan’s reign, such as the Imam Hatip Islamic schools, which are the focus of modern Islamic education by the Turkish community. Besides, the research objective is to prove Islamic schools in Turkey developed the contemporary curriculum. The method used i

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10

Aşlamacı, İbrahim, and Recep Kaymakcan. "A model for Islamic education from Turkey: the Imam-Hatip schools." British Journal of Religious Education 39, no. 3 (2016): 279–92. http://dx.doi.org/10.1080/01416200.2015.1128390.

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Dissertations / Theses on the topic "Imam Hatip Schools"

1

Ozgur, Iren. "Imam-Hatip Schools and the Islamic Movement in Turkey : The role of religious education in Turkish politics and society." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522778.

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Books on the topic "Imam Hatip Schools"

1

İpek, İbrahim. Köy Enstitüleri'nden imam-hatip okulları'na. Yason Yayıncılık, 2017.

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2

Türkiye Ekonomik ve Sosyal Etüdler Vakfı., ed. Devlet ile toplum arasında: Bir okul: İmam Hatip Liseleri₋₋ bir kurum: Diyanet İşleri Başkanlığı₋₋. TESEV Yayınları, 2007.

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3

author, Yağmur Mehmet, ed. İmam-hatip ortaokullarının beden eğitimi ve spor dersine bakışı. Akademisyen Kitabevi, 2020.

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4

Din Egitimi Baglaminda Imam-Hatip Okullari. Gece Kitapligi, 2020.

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5

Çaglar, Ismail. From Symbolic Exile to Physical Exile: Turkey's Imam Hatip Schools, the Emergence of a Conservative Counter-Elite, and Its Knowledge Migration to Europe. Amsterdam University Press, 2013.

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6

Çaglar, Ismail. From Symbolic Exile to Physical Exile: Turkey's Imam Hatip Schools, the Emergence of a Conservative Counter-Elite, and Its Knowledge Migration to Europe. Amsterdam University Press, 2013.

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Çaglar, Ismail. From Symbolic Exile to Physical Exile: Turkey's Imam Hatip Schools, the Emergence of a Conservative Counter-Elite, and Its Knowledge Migration to Europe. Amsterdam University Press, 2013.

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8

Ergun, Özbudun. Part 2 Interrelations between Constitutionalism and Sharī’ah: Antagonism or Complementarity?, 2.5 Secularism in Islamic Countries: Turkey as a Model. Oxford University Press, 2012. http://dx.doi.org/10.1093/acprof:osobl/9780199759880.003.0009.

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This chapter first discusses the secularization of the Ottoman Empire in the nineteenth century. It then covers the distinct character of Turkish secularism; the Turkish Constitutional Court as defender of assertive secularism; and recent controversies on secularism: the headscarf ban, the İmam Hatip schools, and the Qur' ān courses. The chapter concludes that the present Turkish system of assertive secularism can serve as a model in any other part of the Muslim world. However, if Turkey manages to reach a reasonable compromise on some version of passive secularism, it could indeed be an inspi

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9

Cillis, Maria De, ed. Salvation and Destiny in Islam. Bloomsbury Publishing Plc, 2018. https://doi.org/10.5040/9781788319942.

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I.B. Tauris in association with the Institute of Ismaili Studies Medieval Islamic philosophers were occupied with questions of cosmology, predestination and salvation and human responsibility for actions. For Ismailis, the related notions of religious leadership, namely the imamate, and the eschatological role of the prophets and imams were equally central. These were also a matter of doctrinal controversy within the so-called Iranian school of Ismaili philosophical theology. Hamid al-Din al-Kirmani (d. after 411/1020) was one of the most important theologians in the Fatimid period, who rose t

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Book chapters on the topic "Imam Hatip Schools"

1

Coşkun, Mustafa Kemal, and Burcu Şentürk. "The Growth of Islamic Education in Turkey: The AKP’s Policies toward Imam-Hatip Schools." In Neoliberal Transformation of Education in Turkey. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137097811_13.

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Conference papers on the topic "Imam Hatip Schools"

1

Mercan Küçükakın, Pınar. "Construction of Female Identities in Imam Hatip Schools: The Case of Turkey." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1680829.

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