Spiritual Competence of Christian Religious Education Teachers as Models of Faith Based on Philippians 3:7-14: A Case Study at SD Negeri 077299 Tuhemberua

Abstract

This study examines the spiritual competence of Christian Religious Education (CRE) teachers as models of faith based on Philippians 3:7-14 through a qualitative case study conducted at SD Negeri 077299 Tuhemberua. Spiritual competence is understood as a holistic integration of faith, character, and professional practice that enables teachers to authentically embody Christian values in educational settings. Using a qualitative descriptive approach, data were collected through in-depth interviews, classroom observations, and document analysis, and were interpreted through thematic analysis integrated with biblical exegesis of Philippians 3:7-14. The findings reveal that the teacher’s spiritual competence is strongly shaped by Paul’s theology of renunciation, perseverance, and continuous pursuit of Christ. The teacher demonstrates a Christ-centered reorientation of values, interprets professional duties as a spiritual vocation, and consistently exhibits perseverance, humility, integrity, and compassion in daily pedagogical practice. Spiritual disciplines such as prayer, reflection, and dependence on God function as foundational resources for sustaining faith amidst structural limitations and professional challenges. The study shows that students primarily encounter Christian faith through the teacher’s lived example rather than through cognitive instruction alone. The teacher’s spiritual competence significantly influences students’ moral sensitivity, faith awareness, and character development. The research also identifies the need for stronger institutional and ecclesial support to sustain teachers’ long-term spiritual resilience. This study concludes that spiritual competence, grounded in Philippians 3:7-14, is not a static trait but a dynamic pilgrimage of faith that transforms teaching into a shared journey of discipleship and holistic formation within public education contexts.