Integrating Pedagogical Competence with the Value of Prayer: An Exegetical Study of Genesis 24:12–14 among Christian Religious Education Teachers at SMA Negeri 1 Tuhemberua

Abstract

This study explores how Christian Religious Education (CRE) teachers can integrate pedagogical competence with the value of prayer, using an exegetical analysis of Genesis 24:12-14 as the theological foundation. In the biblical narrative, Eliezer’s prayer reflects humility, discernment, dependence on God, and attentiveness-qualities that are highly relevant to the professional and spiritual responsibilities of contemporary teachers. By examining how these values can inform classroom practice, this study seeks to provide a holistic framework that strengthens both pedagogical skills and spiritual formation among teachers at SMA Negeri 1 Tuhemberua. Using a qualitative descriptive method, data were collected through semi-structured interviews, classroom observations, and document analysis involving six CRE teachers. The exegetical insights from Genesis 24:12-14 were used as an interpretive lens to analyze teachers’ reflections on prayer, decision-making processes, relational dynamics, and classroom management. The results indicate that prayer significantly enhances pedagogical competence by grounding teachers’ instructional decisions in spiritual reflection and emotional stability. Teachers who intentionally integrate prayer demonstrate stronger abilities in problem-solving, empathy, and adaptive teaching strategies. Prayer also improves relational engagement, enabling teachers to build trust, foster student motivation, and create a morally supportive learning environment. These findings highlight that spiritual practices do not function separately from pedagogy; instead, they enrich professional competence by aligning teacher behavior with values of humility, patience, and ethical integrity. The study concludes that a prayer-shaped pedagogy offers a transformative model for CRE teachers, allowing them to teach with clarity, compassion, and spiritual intentionality while guiding students toward holistic faith formation.