Spiritual Competence of Christian Education Teachers and Students’ Faith Resilience: Insights from Philippians 1:20 at SDN 071068 Dekha Lahemo

Abstract

This study investigates the relationship between the spiritual competence of Christian Religious Education (CRE) teachers and the development of students’ faith resilience, drawing on the theological insights of Philippians 1:20. In the context of contemporary education, teachers are increasingly recognized not only as transmitters of knowledge but also as spiritual and moral role models who significantly influence students’ character and spiritual formation. Grounded in a biblical-educational framework, this study conceptualizes spiritual competence as the integration of personal spirituality, ethical integrity, and faith-based pedagogical practices that reflect commitment to Christ-centered values. Employing a quantitative research design, data were collected from 186 Christian students at SDN 071068 Dekha Lahemo using a structured Likert-scale questionnaire. The instrument measured students’ perceptions of teachers’ spiritual competence and their own levels of faith resilience, including perseverance in faith, trust in God during challenges, and commitment to Christian values in daily life. Descriptive and correlational statistical analyses were conducted to identify patterns and relationships between the study variables. The findings indicate that students generally perceived their teachers’ spiritual competence at a high level, characterized by consistent modeling of Christian faith, prayerful attitudes, and supportive spiritual guidance. This study concludes that spiritual competence is a critical dimension of teacher professionalism in Christian education. By integrating biblical principles with empirical educational analysis, the findings highlight the strategic role of spiritually competent teachers in fostering resilient Christian faith among students in the school context.