The Influence of Christian Religious Education Teachers’ Personality Competence on Students’ Respect toward Teachers: A Biblical Perspective Based on Ephesians 6 at UPT SDN 088 Lobutua

Abstract

This study investigates the relationship between teacher personality competence and students’ respect toward teachers in Christian Religious Education (CRE) at UPT SDN 088 Lobutua. Grounded in both pedagogical and biblical perspectives, particularly Ephesians 6:1-3, the research explores how Christlike personality traits-integrity, empathy, patience, and humility-shape students’ moral attitudes of respect and obedience. A quantitative correlational design was employed, involving 30 elementary students (grades IV–VI) who completed two validated Likert-scale instruments: the Teacher Personality Competence Scale (TPCS) and the Student Respect toward Teacher Scale (SRTS). Data were analyzed using Pearson’s Product-Moment Correlation. The results revealed a strong positive correlation (r = 0.782, p < 0.01), indicating that approximately 61% of the variance in student respect is explained by the teacher’s personality competence. Students who perceived their CRE teacher as emotionally stable, fair, and compassionate demonstrated higher levels of admiration, obedience, and moral imitation. The findings affirm that respect within Christian education arises not from authoritarian control but from relational virtue inspired by the teacher’s authenticity and spiritual integrity. Theologically, the study situates respect as a divine command and spiritual act of obedience to God’s established authority. The CRE teacher’s personality thus functions as an incarnational medium through which Christian values are embodied and transmitted. The study concludes that personality competence is both a pedagogical necessity and a theological vocation, affirming that when teachers reflect Christ’s character, they cultivate not only respectful students but faithful disciples who honor God through their reverence for those who teach them.