Spiritual Perseverance of Christian Education Teachers in Strengthening Students: A Study of Exodus 10:2 at SMP NEGERI 3 HIBALA
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Abstract
This study examines the spiritual perseverance of Christian Education (CRE) teachers in strengthening students, with a theological reflection on Exodus 10:2, within the educational context of SMP NEGERI 3 HIBALA. Spiritual perseverance is conceptualized as the sustained commitment to faith and ethical practice, which enables teachers to model resilience, patience, and moral integrity in the classroom. The research explores how such perseverance influences students’ academic, emotional, and spiritual development, fostering their capacity to navigate challenges while maintaining trust in God. A systematic review of relevant literature was conducted, focusing on recent studies from 2010 to 2025 that address faith-based education, teacher resilience, and pedagogical strategies for spiritual formation. Key themes were identified, including the theological foundations of perseverance, the integration of faith into pedagogical practice, mentoring and relational modeling, and the impact of teachers’ endurance on student outcomes. Findings indicate that spiritually persevering teachers employ reflective teaching, ethical decision-making, and consistent mentorship to guide students in developing resilience and moral maturity. Furthermore, perseverance is both a personal virtue and a pedagogical instrument, enabling teachers to transmit biblical principles across generations, in alignment with the mandate of Exodus 10:2. Challenges to sustaining perseverance, such as institutional constraints, societal pressures, and limited resources, were identified, alongside strategies for strengthening it, including professional support networks, reflective practice, and integration of biblical teachings. The study concludes that spiritual perseverance in CRE teachers is essential for cultivating holistic student development, creating a classroom environment grounded in faith, and ensuring intergenerational transmission of Christian values. These insights offer implications for teacher training, school policy, and curriculum design in faith-based educational settings.
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