PEDAGOGICAL COMPETENCIES OF THEOLOGY TEACHERS IN TEACHING MUTALIA-E-QURAN AT THE SECONDARY LEVEL

Abstract

This paper examined the pedagogical competence of theology teachers and their performance in teaching Mutalia-e-Quran at the secondary level. The research design employed a quantitative approach, and survey data were obtained from three hundred and sixty-six theology teachers working in secondary schools. The findings revealed that, although the teachers possessed adequate religious background knowledge, there were notable deficiencies in interactive instructional practices, assessment methods, and student-centered teaching approaches. Formally trained teachers demonstrated significantly higher levels of pedagogical competence compared to untrained teachers. The study highlighted the necessity of professional development models focused on modern pedagogical approaches to theology teaching in order to enhance students’ understanding of the Quran. Accordingly, curriculum-based pedagogical training, classroom competency development, and training in continuous assessment were recommended.