Social Competence of Christian Religious Education Teachers in Building Relationships through Prayer: An Exegetical Insight from Genesis 32:26 at SMA Negeri 1 Alasa

Abstract

This study examines how the social competence of Christian Religious Education (CRE) teachers can be strengthened through the relational and theological insights drawn from Genesis 32:26, with a specific focus on SMA Negeri 1 Alasa. Social competencedefined as a teacher’s ability to build empathetic, respectful, and constructive relationships, is essential in contemporary educational environments where students face complex emotional, social, and cultural challenges. Through exegetical analysis, the study identifies Jacob’s declaration, “I will not let You go unless You bless me,” as a model of relational perseverance, spiritual dependence, and transformative engagement with God. Using a qualitative descriptive design, data were gathered through interviews, observations, and document analysis involving CRE teachers at SMA Negeri 1 Alasa. The findings indicate that prayer significantly contributes to teachers’ social competence by enhancing empathy, patience, emotional resilience, and the capacity to respond constructively to student needs. Teachers reported that prayer deepened their relational awareness, supported them during conflict situations, and strengthened their ability to foster trust within the classroom. The integration of prayer with pedagogical practice also promoted a positive relational climate and encouraged teachers to model Christian relational ethics. The study concludes that prayer-informed social competence enables CRE teachers to build stronger relationships with students and colleagues, contributing to a more supportive and spiritually grounded school environment. These insights suggest the importance of ongoing spiritual formation and relational training in teacher development programs.