Personality Competence of Christian Religious Education Teachers as a Reflection of Christian Piety: A Study of Philippians 1:10 at SD Swasta Bina Dharma Sentral

Abstract

This study examines the personality competence of Christian Religious Education (CRE) teachers as a reflection of Christian piety, grounded in Philippians 1:10, within the context of SD Swasta Bina Dharma Sentral, Asahan. Personality competence is understood as the integration of moral integrity, emotional maturity, and consistency between belief and behavior, which are essential qualities for teachers engaged in faith-based education. The study employs a qualitative research design that combines a Systematic Literature Review (SLR) with simple semi-structured interviews to obtain both theoretical and contextual insights. The SLR synthesizes relevant scholarly literature published within the last decade, focusing on teacher personality competence, Christian education, and spiritual formation. To complement the literature findings, interviews were conducted with five Christian teachers, including CRE teachers, who are actively involved in students’ moral and spiritual development. The findings indicate that personality competence is manifested through ethical discernment, patience, self-control, and authenticity in daily teaching practices. The study also reveals that personality competence is not a static trait but a dynamic process that requires ongoing reflection, spiritual discipline, and institutional support. In conclusion, the study affirms that the personality competence of CRE teachers serves as a vital expression of Christian piety and plays a decisive role in the effectiveness of Christian education. By integrating biblical reflection and educational theory, this research contributes to a deeper understanding of holistic teacher formation in Christian elementary schools.