Professional Competence of Christian Religious Education Teachers in Relating God’s Gift to Joseph: An Exegetical Study of Genesis 41:16 at SDN 071090 Sisobaoho-West Nias

Abstract

This study investigates the professional competence of Christian Religious Education (CRE) teachers in relating the theological meaning of God’s gift to Joseph, particularly the acknowledgment that “It is not in me; God will give Pharaoh a favorable answer” (Genesis 41:16), to classroom teaching and character formation at SDN 071090 Sisobaoho in West Nias. Using a qualitative descriptive design with an exegetical approach, data were collected through classroom observations, in-depth interviews with two CRE teachers, and focus group discussions with students. The exegetical analysis of Genesis 41:16 highlights Joseph’s professional integrity, spiritual maturity, and the ability to integrate divine gifting with responsible action. Results show that CRE teachers at SDN 071090 Sisobaoho demonstrate strong mastery of biblical content but vary in their ability to translate theological insights into student-friendly pedagogical practices. Teachers who consistently integrate Joseph’s God-centered humility into their teaching display higher relational competence, student engagement, and contextual sensitivity. Conversely, teachers who treat the text merely as cognitive material struggle to cultivate character transformation in learners. The discussion reveals that professional competence in CRE requires not only subject-matter mastery but also spiritual interpretation, contextual adaptation, and reflective teaching practices. The study concludes that a Joseph-inspired model of competence, rooted in humility, stewardship of divine gifts, and contextual relevance, can significantly strengthen the impact of CRE teaching in public school settings. This research contributes to ongoing discourse on biblically grounded pedagogy and the integration of spirituality within professional teaching practice.