Living with Purpose: Exploring the Christian Teacher’s Missional Calling in Light of Matthew 28:19-20 at SD Negeri 122352 Kota Pematangsiantar

Abstract

This study explores the missional calling of Christian teachers in light of Matthew 28:19-20 within the pluralistic context of SD Negeri 122352 Kota Pematangsiantar. As public schools in Indonesia continue to represent diverse cultural, socio-economic, and religious backgrounds, Christian teachers are increasingly challenged to navigate their professional responsibilities while remaining faithful to their spiritual identity. This research investigates how the Great Commission, understood not as proselytization but as a mandate for ethical presence, transformative service, and holistic care, shapes teachers’ pedagogical approaches, relational practices, and vocational motivations. Using a qualitative descriptive method, data were collected through in-depth interviews, classroom observations, and document analysis involving Christian teachers at the research site. Findings indicate that teachers interpret Matthew 28:19-20 as a call to embody Christlike character-expressed through compassion, integrity, patience, and inclusive teaching strategies-rather than engaging in explicit religious instruction. Their missional identity fosters a strong sense of purpose, resilience, and reflective practice, enabling them to build positive learning environments that support students academically and socio-emotionally. The study also reveals how teachers maintain ethical sensitivity and respect for religious diversity while integrating spiritual values into their professional conduct. The results demonstrate that the missional calling contributes significantly to the development of peaceful, empathetic, and value-rich classroom cultures. In this way, Christian teachers serve as agents of moral formation and social harmony within the school community. This research underscores the relevance of Matthew 28:19-20 for contemporary Christian educators and highlights how living with purpose can be authentically expressed through compassionate and contextually sensitive educational practice.