Pedagogical Authority and Servant Leadership in Christian Education: Reflections on Matthew 20:26-28 at SDN 105304 Sarilaba Jahe

Abstract

This study explores the nature of pedagogical authority grounded in servant leadership within the context of Christian education, drawing theological reflection from Matthew 20:26–28 and empirical data from a qualitative case study at SDN 105304 Sarilaba Jahe. The research focuses on one Christian Religious Education (CRE) teacher who serves 40 Christian students in a public elementary school setting. Using a qualitative case study design, data were collected through semi-structured interviews, non-participant classroom observations, and document analysis. These data were analyzed thematically and integrated with a strong exegetical interpretation of the biblical text. The findings reveal that pedagogical authority is not exercised through hierarchical control but through humility, ethical integrity, relational mentorship, and service-oriented instructional leadership. Servant leadership manifests practically in classroom management, lesson planning, student guidance, and character education. Students respond with respect, trust, and active engagement, indicating that servant-based authority contributes significantly to a positive learning climate and ethical formation. The study concludes that servant leadership is the theological foundation of authentic pedagogical authority in Christian education. Authority becomes transformational when it is rooted in Christlike humility and self-giving service rather than in position or coercive power. This research contributes both theoretically and practically by affirming that spiritual formation and personal character are indispensable to effective teacher authority in Christian Religious Education. It recommends that schools intentionally integrate servant leadership and spiritual formation into teacher professional development.