Social Competence of Christian Religious Education Teachers in Fostering Inclusive Relationships: A Reflection on Philippians 1:3-5 at SMA Negeri 1 Lahewa Timur

Abstract

This study examines the social competence of Christian Religious Education (CRE) teachers in fostering inclusive relationships within a public school context, with specific reference to SMA Negeri 1 Lahewa Timur. Grounded in both educational theory and a theological reflection on Philippians 1:3-5, the study explores how biblical values inform teachers’ social interactions in pluralistic learning environments. Using a qualitative reflective approach, this research integrates a systematic review of recent literature on teacher social competence, inclusive education, and Christian pedagogy with a contextual analysis of the educational setting. The reflection on Philippians 1:3-5 highlights key relational principles-gratitude, joy, and partnership (koinonia)-which provide a theological foundation for inclusive educational practices. These principles are examined in relation to the professional responsibilities of CRE teachers in public schools characterized by religious and cultural diversity. The findings indicate that socially competent CRE teachers play a vital role in creating inclusive classroom climates that promote mutual respect and a sense of belonging. By embodying relational values rooted in Christian theology, teachers are able to engage students without imposing exclusivist attitudes, thereby supporting tolerance and social harmony. The study also reveals that social competence functions as a mediating factor between faith-based instruction and inclusive educational practice. This research affirms that social competence grounded in biblical reflection enhances the effectiveness of Christian Religious Education in public schools. The integration of theological values and professional social skills offers a meaningful contribution to inclusive education and teacher development in multicultural contexts.