Social Competence of Christian Religious Education Teachers and the Spirit of Fellowship Based on Philippians 1:5: A Case Study at SDN Benakitan

Abstract

This study investigates the social competence of a Christian Religious Education (CRE) teacher and its theological foundation in the spirit of fellowship (koinōnia) based on Philippians 1:5 through a qualitative case study at SDN Benakitan. The research aims to explore how biblical fellowship shapes the lived social competence of the CRE teacher in professional practice and relational engagement. This study employed a qualitative case study design integrating biblical exegesis and field-based inquiry. Data were collected through historical-grammatical exegesis of Philippians 1:5, semi-structured interviews with the CRE teacher and supporting teachers, classroom and school activity observations, and document analysis. The results reveal that the CRE teacher’s social competence is deeply rooted in the theological understanding of fellowship as shared participation in the mission and life of faith. This fellowship-based social competence is expressed through inclusive communication, collaborative collegial relationships, servant leadership, and effective mediation in relational challenges. The teacher’s relational approach contributes positively to classroom climate, student character formation, and the overall culture of harmony within the school. However, the study also identifies structural challenges such as professional workload, limited mentoring support, and the need to navigate faith expression within a secular institutional framework. The study concludes that fellowship grounded in Philippians 1:5 functions as the spiritual core of teacher social competence. Integrating theological conviction and professional practice enables CRE teachers to serve as agents of relational transformation within pluralistic public-school settings.