Reflecting the Personality of Christian Religious Education Teachers through Joseph’s Dialogue with His Brothers (Genesis 50:20): A Study at UPTD SD Negeri No. 076093 Hilisangawola
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Abstract
This study examines the personality of Christian Religious Education (CRE) teachers through the theological and moral lens of Joseph’s dialogue with his brothers in Genesis 50:20, within the educational context of UPTD SD Negeri No. 076093 Hilisangawola, West Nias, Indonesia. Recognizing that teacher personality plays a central role in value-based and character education, this research aims to provide empirical evidence on how key personality dimensions aligned with Christian virtues, such as forgiveness, emotional maturity, empathy, integrity, and resilience, are manifested in CRE teachers and perceived by students. Using a quantitative research design, data were collected through structured questionnaires administered to Christian students and teachers. The sample consisted of 113 Christian students and 12 Christian teachers, including CRE teachers. The instrument measured students’ perceptions of teacher personality and its relationship with students’ acceptance and internalization of Christian moral values. The results indicate that CRE teachers generally demonstrate positive personality characteristics consistent with Christian ethical teachings, particularly in the domains of forgiveness and emotional regulation. Students’ perceptions of these personality traits were positively associated with higher levels of trust, respect, and openness toward Christian moral instruction. These findings suggest that teacher personality serves as a significant mediating factor between biblical teaching and students’ moral and spiritual development. The study contributes to the literature by integrating biblical-theological reflection with quantitative educational research, highlighting Genesis 50:20 as a meaningful framework for understanding teacher personality in Christian education. The findings underscore the importance of holistic teacher development that integrates pedagogical competence, emotional and interpersonal capacities, and spiritual formation in order to strengthen the effectiveness and authenticity of Christian Religious Education in school contexts.
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