Christian Teachers’ Social Competence as a Foundation for Peace Culture in SD Negeri 050593 Nambiki: Insights from Philippians 4:2-3

Abstract

This study explores the role of Christian teachers’ social competence as a foundational element in cultivating a culture of peace in SD Negeri 050593 Nambiki, Langkat, through a theological reflection on Philippians 4:2-3. Situated in a pluralistic public school context with a minority of nine Christian students and four Christian teachers, including one Christian Religious Education (CRE) teacher, this research responds to the urgent need for peace-oriented education in socially diverse environments. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis to reveal how teachers’ social interactions shape the school’s peace culture. The findings indicate that Christian teachers’ social competence is expressed through empathetic communication, inclusive collaboration, and restorative conflict mediation. These practices foster respectful relationships among students and teachers across religious and cultural boundaries. The study further reveals that students internalize peace values primarily through the consistent social modeling of teachers rather than through verbal instruction alone. However, the sustainability of peace culture remains challenged by the limited availability of structured institutional support and professional training in peace-based conflict resolution. This study concludes that Christian teachers’ social competence, grounded in biblical reconciliation, serves as a vital pedagogical and spiritual foundation for nurturing a sustainable culture of peace in schools. The findings offer important implications for teacher formation, school policy development, and the integration of theological values into social competence frameworks within multicultural educational settings.