Fostering Filial Respect: Exploring the Social Competence of Christian Religious Education Teachers through Genesis 28:7 at SMP Negeri 1 Mandrehe Utara
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This study investigates how the social competence of Christian Religious Education teachers fosters filial respect among students at SMP Negeri 1 Mandrehe Utara, using Genesis 28:7 as a theological anchor. Filial respect-understood as honoring, obeying, and valuing parents-represents both a biblical mandate and a culturally significant virtue within Nias society. Yet contemporary adolescents increasingly experience weakened family structures, shifting cultural norms, and reduced parental presence, making the cultivation of respect a pedagogical and relational challenge. Employing a qualitative design that integrates a Systematic Literature Review (SLR) and semi-structured interviews, the study draws upon biblical scholarship, educational psychology, and character-formation literature to establish the conceptual frame. The SLR was conducted, while empirical data were gathered from five CRE teachers selected purposively for their experience and engagement with students. Data were analyzed thematically, guided by Braun and Clarke’s inductive model. The results reveal that teachers’ social competence-particularly relational modeling, empathetic communication, cultural sensitivity, and value-laden instruction-plays a central role in shaping students’ understanding and practice of filial respect. Genesis 28:7 becomes pedagogically meaningful when teachers embody its ethical posture through daily interactions, modeling the obedience and humility shown by Jacob. The discussion demonstrates that filial respect is cultivated most effectively when biblical teaching is integrated with local cultural norms, relational authenticity, and contextual awareness of students’ familial struggles. The study concludes that socially competent CRE teachers function as vital agents of moral and spiritual formation, offering a holistic pathway for strengthening student character within faith-based education.
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