Christian Religious Education Teachers’ Spirituality in Interpreting the Theology of Suffering: Reflection on Philippians 1:21-30 at SMKS Multistudi High School

Abstract

This study examines the spirituality of Christian Religious Education (CRE) teachers in interpreting the theology of suffering based on Philippians 1:21-30 at SMKS Multistudi High School, Batam. The research is grounded in the assumption that teachers’ spiritual perspectives significantly influence how theological concepts, especially suffering, are communicated and internalized by students. Using a quantitative approach, data were collected from 33 Christian students through structured questionnaires designed to measure students’ perceptions of teachers’ spirituality, clarity of theological explanation, and the transformative impact of learning about suffering. Descriptive and inferential statistical analyses were employed to identify patterns and relationships among the variables. The findings indicate that CRE teachers generally demonstrate a high level of spirituality reflected in their teaching attitudes, biblical integration, and pastoral sensitivity. Students’ responses show a positive correlation between perceived teacher spirituality and students’ constructive understanding of suffering as part of Christian discipleship. Moreover, the interpretation of Philippians 1:21-30 by teachers tends to emphasize Christ-centered endurance, missional purpose, and spiritual maturity, which contributes to students’ resilience and faith formation. However, the study also identifies areas for pedagogical strengthening, particularly in contextualizing suffering within students’ contemporary experiences. In conclusion, the spirituality of CRE teachers plays a crucial role in shaping students’ theological comprehension and spiritual resilience. Strengthening teachers’ reflective spirituality and pedagogical strategies is therefore essential for fostering a biblically grounded and contextually relevant understanding of suffering in Christian education.