Integrity as a Pedagogical Virtue: A Case Study of Christian Teachers at SD Negeri 13 Parmonangan

Abstract

This study investigates pedagogical integrity as a core virtue of Christian teachers within the context of public education, using a case study approach at SD Negeri 13 Parmonangan. Grounded in the theological perspective of Matthew 5:37, which emphasizes truthfulness and moral consistency, this research integrates a Systematic Literature Review (SLR) with in-depth interviews involving Christian teachers. The purpose of this study is to explore how integrity is understood, practiced, and manifested in daily pedagogical activities and how it shapes educational authority, student character formation, and school culture. The findings reveal that pedagogical integrity is expressed through four interrelated dimensions: moral consistency between teaching and practice, truthfulness and transparency in instruction and assessment, responsibility in professional commitment, and spiritual authenticity rooted in personal faith. Integrity is not merely perceived as a professional ethic but as a spiritual discipline that sustains moral resilience amid institutional and cultural challenges. Teachers who consistently embody integrity develop strong relational authority, foster trust-based learning environments, and significantly influence students’ moral development through lived example. The theological reflection on Matthew 5:37 affirms that integrity is fundamentally an alignment between inner conviction and outward behavior. In the pluralistic context of public schooling, the integrity of Christian teachers also functions as a form of ethical witness that promotes respect, social harmony, and interreligious understanding. This study contributes to the discourse on Christian education by highlighting the inseparable relationship between spirituality and professional conduct. Practically, the findings underscore the importance of integrating moral and spiritual formation into teacher development programs to strengthen both pedagogical effectiveness and character education in schools