The Social Competence of Christian Religious Education Teachers from the Perspective of Christlike Love: A Study of Philippians 1:9 at SDN 010105 Sei Silau Barat-Asahan

Abstract

This study examines the social competence of Christian Religious Education (CRE) teachers from the perspective of Christlike love as articulated in Philippians 1:9, within the educational context of SDN 010105 Sei Silau Barat, Asahan. In contemporary public-school settings marked by religious diversity and limited Christian student populations, the ability of CRE teachers to foster educative relationships grounded in love, discernment, and ethical sensitivity becomes increasingly significant. Drawing on a qualitative research design, this study integrates biblical exegesis, a Systematic Literature Review (SLR), and simple semi-structured interviews to explore how Christ-centered social competence shapes relational dynamics in Christian education. The exegetical analysis of Philippians 1:9 highlights love (agapē) that abounds in knowledge (epignōsis) and moral discernment (aisthēsis) as the theological foundation for socially competent teaching. The SLR synthesizes recent scholarly literature on teacher social competence, Christian pedagogy, and relational ethics, demonstrating that effective moral formation occurs primarily through modeling, empathy, and respectful communication. Complementary interviews with two Christian teachers, including the CRE teacher serving 25 Christian students, provide contextual insight into how these theological and pedagogical principles are practiced in daily school interactions. The findings indicate that social competence grounded in Christlike love enhances trust, emotional safety, and moral receptivity among students. The study concludes that social competence rooted in biblical love is a vital dimension of professional CRE practice, enabling Christian education to function as a transformative and relationally meaningful endeavor in pluralistic school environments.