Social Competence of Christian Religious Education Teachers in Fostering a Humanistic School Culture: An Exegetical Study of Philippians 2:1-4 at SDN 28 Sagulubbek

Abstract

This study examines the social competence of the Christian Religious Education (CRE) teacher in fostering a humanistic school culture at SDN 28 Sagulubbek, a remote Mentawai Islands elementary school with 23 Christian students and one CRE teacher. Grounded in an exegetical reflection on Philippians 2:1-4, the research explores how the relational virtues emphasized by Paul shape pedagogical relationships and influence the development of a relationally rich learning environment. Employing a qualitative design, the study combines a Systematic Literature Review (SLR) as its primary methodological foundation with limited semi-structured interviews used to complement and contextualize the theoretical findings. The results reveal that the CRE teacher’s social competence manifests through empathetic communication, active listening, restorative approaches to conflict, and consistent emotional stability. The teacher’s humility and compassion reflect the Christlike model urged in Philippians 2:1-4 and translate into practical actions that strengthen interpersonal trust and cooperation among students. Cultural sensitivity also emerges as a crucial dimension of social competence. By integrating biblical teachings with local Mentawai cultural values, particularly communal harmony and mutual care, the teacher fosters a culturally grounded and meaningful expression of Christian ethics. The findings indicate that the social competence of the CRE teacher plays a vital role in forming a humanistic school culture characterized by mutual respect, inclusiveness, and relational harmony. The study highlights the continuing relevance of biblical relational ethics in contemporary Christian pedagogy and recommends further research on the development of social competence among CRE teachers in diverse Indonesian educational contexts.