The Role of Christian Religious Education Teachers’ Personality Stability in Enhancing Student Discipline at SD Negeri 076077 Dasomuzoi
Main Article Content
Abstract
Character education in elementary schools is a vital foundation for developing disciplined, responsible, and morally grounded students. Within this process, teachers—particularly Christian Religious Education (CRE) teachers—play a strategic role, as their responsibilities extend beyond transmitting knowledge to nurturing spiritual values and ethical behavior. This study explores the role of CRE teachers’ personality stability in enhancing student discipline at SD Negeri 076077 Dasomuzoi, North Sumatra. Employing a qualitative descriptive design, data were collected through participant observation, in-depth interviews with the CRE teacher, school principal, and students, as well as document analysis. Triangulation of sources and methods was applied to ensure validity and credibility. The findings reveal that the stability of the teacher’s personality, characterized by emotional regulation, consistency in actions, and integrity in daily life, significantly shaped students’ disciplinary behaviors. The teacher fostered a conducive learning environment through empathetic yet firm classroom management, consistent enforcement of rules, and the integration of Christian values across lessons. Students reported that the teacher’s example inspired them to practice punctuality, complete assignments responsibly, and interact respectfully with peers and teachers. Collaboration with parents also emerged as a reinforcing factor in sustaining discipline beyond the classroom. These results underscore the importance of teacher personality development as an integral part of professional training. The study recommends structured programs focused on emotional stability, classroom management, and the application of faith-based values. Overall, the research highlights that the stability of CRE teachers’ personalities is not merely beneficial but essential for cultivating student discipline and character formation in elementary education.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Psychological Assessment Resources.
Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
Groome, T. H. (1998). Educating for life: A spiritual vision for every teacher and parent. Thomas More.
Groome, T. H. (2011). Will There Be Faith? A New Vision for Educating and Growing Disciples. HarperOne.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Lickona, T. (2019). Educating for Character: How Our Schools Can Teach Respect and Responsibility. Bantam.
Lickona, T. (2019). Educating for character: How our schools can teach respect and responsibility. Bantam.
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. Jossey-Bass.
Santrock, J. W. (2018). Educational Psychology (6th ed.). McGraw-Hill.
Steinberg, L. (2011). Adolescence. McGraw-Hill.
Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), 23–50.
Suyatno, Mardapi, D., Haryanto, & Utomo, H. B. (2019). The implementation of character education and its impact on students’ discipline. Cakrawala Pendidikan, 38(2), 259–268.
Tilaar, H. A. R. (2012). Perubahan Sosial dan Pendidikan. Grasindo.