Professionalism of Christian Religious Education Teachers in Light of Paul’s Servanthood Ethos in Philippians 1:27: A Study at SMK Negeri 2 Kisaran

Abstract

This study investigates the professionalism of Christian Religious Education (CRE) teachers in light of Paul’s servanthood ethos in Philippians 1:27 at SMK Negeri 2 Kisaran. The research is grounded in the conviction that CRE teachers are called not only to deliver instructional content but also to embody the ethical and spiritual values they teach. Using a descriptive qualitative approach, the study involved Christian teachers and students within a school context that includes 37 Christian students and 15 Christian teachers. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion verification. The findings indicate that CRE teachers generally demonstrate strong professionalism marked by instructional preparedness, ethical consistency, and responsible classroom management. More importantly, their professionalism is perceived by students as credible because it is supported by visible Christian character, particularly in areas of integrity, relational care, and servant-oriented attitudes. The embodiment of Pauline servanthood values contributes positively to students’ moral awareness and faith-related engagement. Nevertheless, the study also identifies areas for development, including the need for deeper integration of vocational ethics into CRE instruction and more systematic peer collaboration among Christian teachers. The study concludes that the effectiveness of CRE in vocational public schools is closely linked to the visible integration of professional competence and spiritual authenticity. Strengthening reflective formation and collaborative support systems is recommended to sustain teachers’ roles as credible witnesses of the gospel in pluralistic educational contexts.