Integrating Compassion and Competence in Christian Teaching: An Exegetical and Pedagogical Study of Matthew 9:36 at SD Negeri 106864 Hutanauli

Abstract

This study examines the integration of compassion and professional competence in Christian Religious Education (CRE) teaching, using Matthew 9:36 as a theological lens and SD Negeri 106864 Hutanauli as the research locus. Grounded in a qualitative descriptive design, the research explored how CRE teachers perceive, embody, and apply compassion and competence within everyday instructional practice. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The findings reveal that compassion, understood through the exegetical insights of blepō (seeing with discernment) and splagchnizomai (responding with deep compassion), significantly shapes teachers’ relational and instructional behavior. Teachers consistently demonstrated perceptive attention to students’ emotional and spiritual needs, and responded through concrete actions that foster supportive and nurturing classroom environments. Competence emerged not merely as technical proficiency but as a moral expression of care, reflected in teachers’ mastery of biblical content, structured lesson planning, and context-sensitive instructional strategies. The integration of compassion and competence produced a “shepherding pedagogy,” in which teachers functioned as guides who nurture students holistically-academically, emotionally, and spiritually. Despite systemic challenges such as limited resources and emotional demands, teachers’ sense of divine calling sustained their commitment. The study concludes that compassion and competence are inseparable in Christian teaching and should be intentionally cultivated through professional development and institutional support. The findings offer a holistic pedagogical framework for strengthening CRE practice in Indonesian schools and affirm the relevance of biblical principles for contemporary educational contexts.