Spiritual Competence of Christian Religious Education Teachers in Upholding God’s Promises: Insights from Genesis 35:11 at UPTD SDN NO.071063 Soromaasi

Abstract

This study examines the spiritual competence of Christian Religious Education (CRE) teachers in upholding the meaning of God’s promises as reflected in Genesis 35:11 at UPTD SDN No. 071063 Soromaasi, West Nias. The research was motivated by the strategic role of CRE teachers in shaping students’ faith character within elementary education, particularly in contexts with limited Christian teaching personnel. The school context includes 149 Christian students and three Christian teachers, including the CRE teacher. This study employed a descriptive qualitative approach. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that the CRE teacher demonstrates strong spiritual competence manifested through personal spiritual integrity, contextualized biblical instruction, relational faith mentoring, and reinforcement of faith practices within the school environment. Students generally perceive the teacher as an authentic witness of faith, which positively influences their trust in God’s promises. However, variations were found in the depth of students’ theological understanding, indicating the need for more structured reflective learning strategies. Institutional limitations, particularly the imbalance between the number of Christian students and teachers, also affect the intensity of individual spiritual mentoring. The study concludes that spiritual competence is most effective when embodied through consistent personal example, intentional pedagogy, and supportive relational engagement. Strengthening collaborative mentoring and reflective learning practices is recommended to deepen students’ internalization of biblical promise theology in Christian Religious Education contexts.