The Professionalism of Christian Religious Education Teachers and Christian Work Ethic: A Study of Philippians 3:13-14 at SMA Negeri 1 Batang Angkola
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Abstract
Teacher professionalism has become an essential issue in contemporary education, particularly in relation to ethical responsibility, work commitment, and moral integrity. In Christian Religious Education (CRE), professionalism is inseparable from faith-based values that shape teachers’ understanding of vocation, service, and excellence. This study aims to examine the professionalism of CRE teachers through the lens of Christian work ethic as articulated in Philippians 3:13-14, focusing on the context of SMA Negeri 1 Batang Angkola, South Tapanuli. Employing a qualitative design, this research integrates a Systematic Literature Review (SLR) of international scholarly sources with semi-structured interviews conducted with two Christian teachers, including one CRE teacher. The SLR provides a theoretical framework emphasizing commitment, perseverance, ethical responsibility, and continuous professional growth, while interview data offer contextual insights into professional practice within a public-school environment. The findings indicate that teacher professionalism is understood not merely as technical competence or compliance with institutional standards, but as a faith-informed vocation grounded in responsibility, resilience, and dedication. Philippians 3:13-14 emerges as a significant theological foundation, shaping teachers’ professional identity through the values of perseverance, purposeful striving, and lifelong growth. This study concludes that Christian work ethic functions as a sustaining moral foundation for professionalism in CRE, enabling teachers to serve with integrity and excellence. The findings contribute to the discourse on teacher professionalism by bridging educational theory and Christian theology, offering implications for CRE teacher development in public-school contexts.
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