Pedagogical Competence of Christian Religious Education Teachers in Developing Students’ Leadership Potential: A Study of Genesis 14:18-20 at SDN 19 Matobe
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Pedagogical competence plays a crucial role in shaping students’ leadership potential, particularly within the context of Christian Religious Education (CRE). This study aims to examine how the pedagogical competence of CRE teachers contributes to the development of students’ leadership potential through a theological reflection on Genesis 14:18-20, conducted at SDN 19 Matobe. The research focuses on a public elementary school context involving 38 Christian students and eight Christian teachers, including one CRE teacher, situated within a pluralistic educational environment. This study employed a qualitative research design that integrates a Systematic Literature Review (SLR) with simple semi-structured interviews. Data were analyzed thematically and synthesized to ensure theoretical and empirical coherence. The findings indicate that CRE teachers generally conceptualize leadership as service, responsibility, humility, and moral influence rather than authority or dominance. Pedagogical competence is demonstrated through narrative-based instruction, reflective dialogue, and teacher role modeling, which effectively nurture leadership values in age-appropriate ways. Leadership development is embedded in daily classroom practices, such as cooperation, discipline, and responsibility, rather than formal leadership training. Theologically, these practices align with leadership principles reflected in Genesis 14:18-20, which emphasize spiritual authority, gratitude, and acknowledgment of God’s sovereignty. The study concludes that pedagogical competence in Christian Religious Education significantly contributes to students’ leadership formation when grounded in biblical values and implemented through reflective, learner-centered pedagogy. This research contributes to the discourse on Christian pedagogy and leadership education in public school contexts.
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