Social Competence of Christian Religious Education Teachers in Reflecting on Women’s Role in Salvation: A Case Study of Genesis 29:31 at SD Negeri 2 Patas 1

Abstract

This study investigates the social competence of Christian Religious Education (CRE) teachers in reflecting on women’s role in salvation (Genesis 29:31) at SD Negeri 2 Patas 1, South Barito, Indonesia. Using a quantitative research design, the study focused on students’ perceptions of teacher social competence, examining its influence on engagement, comprehension, and moral-spiritual reflection. The study involved 32 Christian students as respondents, representing all students in the school, who completed a structured questionnaire measuring four dimensions of social competence: communication skills, empathy, interpersonal sensitivity, and supportive learning environment. Findings indicate that the CRE teacher demonstrates high social competence, as perceived by students, across all four dimensions. Students reported that the teacher communicates clearly, responds empathetically to their emotional and spiritual needs, adapts instruction to diverse learning abilities, and fosters a safe, inclusive, and cooperative classroom climate. Statistical analysis revealed a strong positive correlation between teacher social competence and student engagement (r = 0.78, p < 0.01), highlighting the significant impact of relational skills on learning outcomes. Classroom observations further confirmed that integrating social competence with biblical reflection enhances students’ understanding of theological content, particularly regarding women’s contributions to salvation, and promotes moral and ethical reasoning. The study underscores the importance of developing teachers’ social competence alongside pedagogical expertise in religious education. CRE teachers who exhibit strong communication, empathy, sensitivity, and supportive classroom practices can effectively guide students in understanding complex biblical narratives while fostering ethical, spiritual, and socio-emotional growth. These findings have implications for teacher training programs, curriculum development, and professional development initiatives in faith-based educational settings.