The Influence of Teachers’ Personality Competence on Students’ Character Formation in the Light of Didaktikos: A Case Study at SMK Negeri 2 Tuhemberua

Abstract

This study explores the relationship between teachers’ personality competence and students’ character growth within the theological framework of didaktikos (“able to teach,” 2 Timothy 2:24) at SMK Negeri 2 Tuhemberua, North Nias, Indonesia. The research is grounded in the premise that effective teaching in Christian education integrates professional skill with moral and spiritual integrity. Using a quantitative descriptive–correlational design, data were collected from 10 teachers and 80 students through Likert-scale questionnaires measuring two variables: teachers’ personality competence (integrity, emotional stability, responsibility, exemplary life, and wisdom) and students’ character growth (discipline, honesty, empathy, responsibility, and spirituality). Statistical analysis using Pearson’s Product-Moment Correlation revealed a strong and significant positive relationship (r = 0.71, p < 0.05) between teachers’ personality competence and students’ character development. The most influential dimensions were exemplary life (mean = 4.58), moral integrity (mean = 4.47), and emotional stability (mean = 4.41). These findings indicate that teachers who model moral consistency and emotional maturity significantly enhance students’ ethical behavior and spiritual growth. Theologically, the didaktikos principle emphasizes that being “able to teach” requires embodying patience, humility, and Christlike love. Thus, character formation is best achieved through imitation and relational mentorship rather than instruction alone. This study concludes that teachers’ personality competence is not merely a professional attribute but a spiritual vocation, shaping classrooms into sacred spaces where knowledge and faith unite. Integrating the didaktikos model into teacher training is essential for strengthening Christian character education in vocational schools.