Abstract:
This study addresses the knowledge gap among elementary school teachers, particularly in Dayton and the U.S., concerning their young Muslim students. The lack of familiarity with the culture, background, and traditions of these students is due to teachers from various subjects lacking comprehensive understanding. Consequently, interactions between teachers and Muslim students often lack effectiveness, influenced by media-driven misconceptions about Islam. This research aims to equip educators with insights to confidently engage with Muslim students, focusing on Fairborn Primary School in Ohio. Employing qualitative research, it examines teachers' awareness of essential aspects such as religious holidays and dietary considerations. The study gathers data from 30 teachers via the Monkey Survey tool, revealing that while many teachers lack Islamic knowledge, their effectiveness increases when adequately informed. Results indicate that understanding Islamic basics enhances teachers' confidence in handling Muslim students and parents. This research advocates for further exploration of how teachers' Islamic knowledge affects their effectiveness in teaching Muslim students. The study underscores the importance of integrating minority issues into teacher education programs and enhancing teacher-student relationships. Despite limitations, such as a small sample and potential online survey glitches, this research emphasizes the significance of understanding diversity for improved teaching and student engagement.