Spiritual Competence and the Great Commission: A Reflection on Matthew 28:19-20 in the Pedagogical Practice of SD Negeri No. 102061 Bangun Bandar

Abstract

This study explores how Christian teachers at SD Negeri No. 102061 Bangun Bandar understand and embody spiritual competence in relation to the Great Commission of Matthew 28:19–20 within the context of Indonesia’s pluralistic public education system. While the Great Commission is traditionally associated with evangelistic and ecclesial ministry, this research examines how its theological and ethical imperatives inform the vocational identity and pedagogical practices of Christian educators working in secular settings. Employing a qualitative descriptive design, the study gathered data through semi-structured interviews, classroom observations, and document analysis involving seven Christian teachers with a minimum of three years of teaching experience. Thematic analysis revealed four core findings. First, spiritual competence is perceived primarily as an inner transformation that shapes teachers’ professional character, ethical decisions, and relational engagement with students. Second, teachers express missional consciousness not through explicit religious instruction but through compassionate, value-based, and relationally attentive practices that promote students’ moral and emotional development. Third, teachers navigate the boundaries of public education by integrating Christian virtues within nationally mandated character education, demonstrating both cultural sensitivity and professional integrity. Fourth, participants interpret Matthew 28:19–20 as a framework for ethical pedagogy, emphasizing discipleship as mentorship in virtues rather than conversion, and drawing strength from the promise of Christ’s continual presence. These findings contribute to broader discussions on Christian vocation in secular institutions and illustrate how faith-informed professionalism can coexist with Indonesia’s educational principles of tolerance, inclusivity, and mutual respect. The study suggests that spiritually competent teachers embody mission through character, care, and ethical consistency, thereby enriching the holistic development of students.