Professional Stewardship in Christian Education: A Reflection on the Parable of the Talents (Matthew 25:14-30) at SD Negeri No. 075098 Hiliotalua
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Abstract
This study explores the concept of professional stewardship in Christian education through a theological and educational reflection on the Parable of the Talents (Matthew 25:14-30) within the context of SD Negeri No. 075098 Hiliotalua, South Nias. Professional stewardship is understood as a holistic responsibility of Christian educators to manage, develop, and maximize God-given gifts, competencies, and opportunities in serving students and the educational community. Grounded in biblical theology and qualitative educational inquiry, this research aims to examine how the values embedded in the Parable of the Talents are interpreted and practiced by Christian Religious Education (CRE) teachers and students in a public elementary school setting. Using a qualitative approach, data were collected through in-depth interviews, classroom observations, and document analysis involving two CRE teachers and 45 Christian students. The findings indicate that the Parable of the Talents provides a strong theological foundation for fostering responsibility, initiative, accountability, and faith-based professionalism among educators and learners. Teachers demonstrated stewardship through intentional lesson planning, contextualized biblical integration, and reflective teaching practices, while students expressed emerging awareness of responsibility, diligence, and faithful use of their abilities in both academic and spiritual dimensions. The discussion highlights that professional stewardship in Christian education is not limited to administrative or instructional competence but also encompasses spiritual integrity, ethical commitment, and vocational calling. The study concludes that integrating the Parable of the Talents into Christian Religious Education contributes to the development of a stewardship-oriented mindset, strengthening both professional identity and spiritual formation. This research offers practical implications for enhancing faith-based professionalism in public school contexts and contributes to the broader discourse on biblical leadership and stewardship in Christian education.
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