The Personality of Christian Religious Education Teachers as Spiritual Guides: Inspiration from Exodus 12:27 at SMP Negeri 3 Siduaori

Abstract

This study examines the personality of Christian Religious Education (CRE) teachers as spiritual guides at SMP Negeri 3 Siduaori, South Nias, through the theological lens of Exodus 12:27. The research was motivated by the growing recognition that effective Christian education depends not only on pedagogical competence but also on the spiritual credibility and character of the teacher. Using a quantitative descriptive design, data were collected from all 49 Christian students through a structured Likert-scale questionnaire measuring five dimensions: spiritual integrity and consistency, role modeling of Christian character, pastoral care and relational guidance, instructional encouragement toward faithful living, and communication reflecting spiritual maturity. The instrument demonstrated acceptable reliability (Cronbach’s alpha > 0.70). Descriptive statistical analysis revealed that the overall perception of the CRE teacher’s personality fell within the high category, indicating that students generally experience the teacher as an effective spiritual mentor. Among the measured dimensions, pastoral care and relational warmth received the strongest ratings, while opportunities for expanded dialogical engagement and experiential learning emerged as areas for further development. The findings suggest that the CRE teacher’s embodied spirituality significantly contributes to a supportive faith-learning environment. The study concludes that the integration of theological authenticity, relational sensitivity, and pedagogical intentionality enables CRE teachers to function effectively as spiritual guides. These results reinforce the importance of personality formation in Christian teacher professionalism and provide an empirical basis for strengthening spiritually grounded educational practices in Indonesian school contexts.