Teacher Social Competence in Fostering Biblical Friendship Values: A Study of Genesis 26:28-31 at UPT SMP 012 Aeknauli

Abstract

This study explores the role of teacher social competence in fostering biblical friendship values based on Genesis 26:28-31 at UPT SMP 012 Aeknauli. Grounded in biblical theology and qualitative educational research, the study is based on the premise that teachers’ relational abilities play a crucial role in shaping students’ understanding and internalization of Christian relational ethics. The participants included two Christian Religious Education teachers and a purposive sample of Christian students from different grade levels. Thematic analysis was used to identify recurring patterns related to teacher social competence and students’ internalization of biblical friendship values. The findings reveal that teacher social competence plays a central role in fostering students’ understanding and practice of biblical friendship. Key themes include relational modeling, empathetic communication, and peace-oriented conflict resolution as primary mechanisms through which biblical friendship values were transmitted and embodied. Teachers’ integration of Genesis 26:28-31 into everyday relational teaching enabled students to reinterpret friendship not merely as social preference but as a commitment to peace, respect, and reconciliation. The study also highlights that teacher social competence contributes to shaping a broader school culture that supports relational ethics and Christian character formation. Despite contextual challenges such as large class sizes and external social influences, the findings affirm that socially competent teachers serve as vital mediators between biblical narratives and students’ lived relational experiences. This study contributes to Christian education scholarship by demonstrating that teacher social competence is a key dimension of holistic pedagogy that supports meaningful and transformative friendship formation among students.