Mature Personal Character Competence of Christian Religious Education Teachers in the Divine Formation Process: An Exegetical Study of Genesis 35:9-10 at SD Negeri 091258 Bangun-Simalungun

Abstract

This study examines the mature personal character competence of Christian Religious Education (CRE) teachers through the lens of divine formation as reflected in Genesis 35:9-10. The passage, which recounts God’s reaffirmation of Jacob’s identity as Israel, provides a theological framework for understanding how spiritual transformation shapes the character and professional integrity of teachers serving in contemporary educational contexts. Using a qualitative descriptive approach, the research integrates biblical exegesis with field-based inquiry conducted at SD Negeri 091258 Bangun-Simalungun, a multicultural public elementary school in Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving two CRE teachers. Exegetical findings highlight three core principles of divine formation-identity renewal, divine encounter, and perseverance-that serve as interpretive lenses for analyzing teacher maturity. Field results demonstrate that teachers who internalize a God-shaped identity show greater consistency, emotional stability, and authenticity in their classroom interactions. Spiritual disciplines such as prayer and Scripture reflection function as ongoing “divine encounters” that strengthen teachers’ moral clarity and capacity for empathy. Perseverance emerges as a key characteristic, expressed through patience, resilience, and commitment to addressing students’ academic and behavioral needs. The study concludes that mature personal character competence in CRE teachers is not solely a professional construct but a spiritual reality formed through continuous engagement with God’s transformative work. These insights underscore the importance of integrating spiritual formation into teacher development programs. By embodying the values demonstrated in Jacob’s transformation, CRE teachers can more effectively guide students toward holistic growth within Indonesia’s pluralistic educational settings.