Assessment of Self-Efficacy and Differentiated Pedagogical Practices in Teaching Quranic Recitation: Preliminary Findings

Quranic recitation teaching is a fundamental component in the Islamic Education curriculum, yet some students still struggle with Quranic reading proficiency. This study aims to assess the level of self-efficacy and differentiated pedagogical practices among Islamic Education teachers in teaching Quranic recitation and to examine differences based on selected demographic factors. A quantitative approach with a cross-sectional survey design was employed, involving 31 Islamic Education teachers from secondary schools in the Western Zone of Sabah. Data were collected using questionnaires and analyzed descriptively and inferentially. Findings reveal high levels of teacher self-efficacy (M=4.15, SD=0.58) but moderately high levels of differentiated pedagogical practices (M=3.85, SD=0.62). Significant differences in differentiated pedagogical practices were found based on teaching experience (χ2(2)=7.82, p=0.020), but not based on gender. This study contributes to understanding the relationship between self-efficacy and differentiated pedagogical practices in the context of Quranic recitation teaching and provides an empirical basis for developing more effective teacher training programs. Implications include the need to enhance teacher training in differentiated pedagogy and technology integration in Quranic recitation teaching.