Professional Competence of Christian Religious Education Teachers and Its Influence on Students’ Obedience: An Exegetical Study of 1 Timothy in the Context of SMK Negeri 1 Sibolga

Abstract

The professional competence of Christian Religious Education (CRE) teachers is pivotal in shaping the character and obedience of students, particularly in pluralistic contexts such as Sibolga, North Sumatra. While previous research emphasizes pedagogical skills and family or church influences on character formation, few studies integrate biblical exegesis with educational praxis. Drawing on 1 Timothy 4:12–16 and 6:11–12, this study explores how theological insights inform teacher professionalism and its impact on student obedience. A qualitative case study design was employed at SMK Negeri 1 Sibolga, a state vocational school situated in a multicultural coastal city. Exegesis of 1 Timothy was conducted using historical-critical and literary analysis. Field data were collected through classroom observations, semi-structured interviews with teachers, students, and the principal, as well as documentation review. Hermeneutical-theological analysis was used to interpret the biblical text, while thematic analysis identified patterns in educational practice. Triangulation, member checks, and peer review ensured validity and trustworthiness. Findings reveal that CRE teachers who embody professional competence through integrity, responsibility, and spiritual commitment significantly influence student obedience. Exegetical insights highlight the importance of teachers as role models in speech, conduct, love, faith, and purity, reinforcing obedience as a holistic disposition rather than mere compliance. Students demonstrated greater discipline in worship, respect for authority, and adherence to school rules when guided by competent teachers. However, challenges included resource limitations, administrative burdens, and digital distractions. The study concludes that CRE teacher competence is multidimensional—pedagogical, professional, spiritual, and moral—and decisively shapes student obedience. Recommendations include theology-based teacher training, stronger school-church-family collaboration, and contextually relevant pedagogical innovations.