Pedagogical Integrity in Christian Education Grounded in Christ’s Humility (Matthew 23:12): A Case Study at SD Negeri SP3 Lae Mbentar

Abstract

Pedagogical integrity is a core dimension of Christian Religious Education (CRE) that integrates spiritual character, ethical consistency, and professional responsibility. This study investigates how Christ’s teaching on humility in Gospel of Matthew 23:12 serves as the theological foundation of pedagogical integrity among Christian teachers at SD Negeri SP3 Lae Mbentar, where there are 19 Christian students and 5 Christian teachers, including one CRE teacher. Using a qualitative case study design combined with a biblical-exegetical approach, the research integrates theological interpretation with empirical classroom practices. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed thematically through a process of coding, categorization, and interpretation. The findings reveal that Christ’s humility is understood by teachers as a conscious posture of obedience, service, and self-emptying before God rather than as weakness or passivity. This theological understanding is translated into pedagogical integrity through consistent behavior, fairness in assessment, respectful communication, servant leadership, and the avoidance of authoritarian teaching styles. Teachers’ humility also strengthens interreligious harmony and students’ trust in the learning process. The study concludes that pedagogical integrity grounded in Christ’s humility is a dynamic process of continuous spiritual and professional formation. It provides a theological-ethical framework that enhances teacher credibility, fosters a trustworthy learning environment, and contributes significantly to character education in public schools. The findings offer important implications for CRE teacher formation and professional development programs.