Spiritual Competence of Christian Religious Education Teachers as Instruments of God: Insights from Genesis 41:52 - A Study at SDN 076722 Lolomoyo Samiri

Abstract

This study examines the spiritual competence of Christian Religious Education (CRE) teachers as instruments of God, drawing theological inspiration from Book of Genesis 41:52. Conducted at SDN 076722 Lolomoyo Samiri, South Nias, the research focuses on a school community consisting of 46 Christian students and 11 Christian teachers, including the CRE teacher. The narrative of Joseph’s declaration of fruitfulness in a land of affliction provides a theological framework for understanding how educators interpret their vocation and sustain resilience in contextual challenges. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that spiritual competence is expressed through vocational consciousness, disciplined prayer life, interpretive faith, emotional maturity, and collaborative spirituality among teachers. Participants consistently viewed themselves as instruments of God, emphasizing dependence on divine guidance rather than personal achievement. This orientation shaped classroom practices, strengthened moral credibility, and cultivated a hopeful learning environment for students. The findings indicate that spiritual competence functions as the integrative core of Christian teaching, transforming professional responsibility into participatory ministry. By embodying humility, perseverance, and gratitude, CRE teachers contribute to a school culture where faith and learning are inseparably connected. The study concludes that recognizing divine agency in educational fruitfulness not only sustains teacher resilience but also fosters holistic spiritual formation among students.