The Personality Competence of Christian Religious Education Teachers as Bearers of Blessing: A Reflection on Genesis 49:28 at SD Negeri 060925 Medan
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Abstract
This study examines the personality competence of Christian Religious Education teachers as bearers of blessing, grounded in the theological framework of Genesis 49:28, and its implications for student development at SD Negeri 060925 Medan. The biblical narrative offers a profound model in which Jacob blesses each of his sons “according to the blessing appropriate to him,” illustrating that blessing is relational, identity-affirming, and oriented toward moral and spiritual formation. Using a mixed qualitative approach that integrates a Systematic Literature Review (SLR) with semi-structured interviews, this research explores how PAK teachers embody this biblical paradigm in their personality and professional practices. The SLR synthesizes academic studies on teacher personality competence, biblical pedagogy, moral formation, and relational ethics, while interviews with teachers, students, and administrators provide context-specific insights into classroom dynamics. The findings reveal that personality competence-expressed through empathy, integrity, patience, emotional stability, and spiritual maturity-serves as a transformative influence on students’ emotional, social, and moral development. PAK teachers who internalize blessing as a pedagogical vocation exercise personalized guidance, encouragement, and relational attentiveness, helping students develop confidence, resilience, and ethical awareness. The study highlights that blessing-oriented competence fosters a classroom climate of trust, emotional safety, and mutual respect, which is especially vital in Indonesia’s pluralistic educational context. Although teachers face challenges related to student diversity and behavioral issues, a blessing-based approach enables them to respond with wisdom and compassion. The study concludes that Genesis 49:28 offers a valuable theological and pedagogical foundation for shaping personality competence, positioning PAK teachers as agents of affirmation, moral direction, and holistic student formation.
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