Social Competence of Christian Religious Education Teachers as an Expression of Fraternal Love: A Study of Philippians 2:2 at SMAN 3 Palangkaraya
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Abstract
Teacher social competence plays a crucial role in fostering ethical interaction, inclusivity, and relational harmony within contemporary educational settings. In the context of Christian Religious Education (CRE), social competence is closely connected to the embodiment of Christian values, particularly fraternal love. This study aims to examine the social competence of Christian Religious Education teachers as an expression of fraternal love based on Philippians 2:2, focusing on the context of SMAN 3 Palangkaraya. The research integrates theological reflection with international educational perspectives to provide a holistic understanding of teacher professionalism in a pluralistic public-school environment. A qualitative research design was employed, combining a Systematic Literature Review (SLR) and simple semi-structured interviews. The SLR drew upon peer-reviewed publications from reputable international databases, including SpringerLink, Taylor & Francis Online, ScienceDirect (Elsevier), and Wiley Online Library. To complement the literature review, interviews were conducted with Christian teachers, including CRE teachers, at SMAN 3 Palangkaraya, selected through purposive sampling. Data were analyzed using an integrated thematic analysis guided by both educational theory and the theological framework of Philippians 2:2. The findings indicate that social competence among CRE teachers is manifested through relational responsibility, empathy, unity, cooperation, and ethical modeling. Fraternal love, as articulated in Philippians 2:2, functions as an internal motivation that shapes inclusive, respectful, and ethical professional conduct. The study concludes that teacher social competence, when grounded in Christian fraternal love, contributes positively to school climate and supports students’ moral and social development. These findings highlight the importance of integrating theological values into discussions of teacher professionalism within public education.
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