The Professional Responsibility of Nurturing Faith in Christian Education: An Exegetical Study of Matthew 19:14 at SMP Negeri 19 Pekanbaru

Abstract

This study explores the professional responsibility of nurturing faith in Christian education through an exegetical analysis of Matthew 19:14 and its implementation in a public-school context at SMP Negeri 19 Pekanbaru. The research employs a qualitative design integrating historical-grammatical exegesis with a field-based case study. Data were collected through classroom observations, semi-structured interviews with three Christian teachers, and document analysis involving lesson plans and learning records. The research context involved 218 Christian students served by a limited number of Christian educators, presenting both pedagogical and pastoral challenges. The exegetical findings reveal that Matthew 19:14 establishes a theological mandate for educators to actively welcome, protect, and nurture the faith of children as rightful participants in the kingdom of God. The empirical findings show that faith nurturing is practiced through contextual biblical instruction, pastoral care within the classroom, relational mentoring, and collaborative spiritual support among teachers. Despite structural limitations, pluralistic school policies, and external challenges from digital culture, Christian educators demonstrate a strong sense of professional calling grounded in theological conviction. This study concludes that professional responsibility in Christian education is fundamentally a theological vocation rather than merely a technical obligation. Nurturing faith emerges as the core of professional identity for Christian educators, especially within pluralistic public-school environments. The study contributes to the development of a holistic model of Christian education that integrates biblical theology, pedagogical practice, and pastoral ministry in shaping students’ spiritual and moral formation.