Developing Teacher Competence through Servant Leadership: Insights from Matthew 20:28 at SDN 106223 Pekan Kamis

Abstract

This study examines the development of teacher competence through servant leadership as inspired by Matthew 20:28 at SDN 106223 Pekan Kamis, Serdang Bedagai. The research was motivated by the growing recognition that effective Christian Religious Education (CRE) requires not only pedagogical mastery but also Christ-centered character embodied in teaching practice. The study employed a quantitative descriptive survey design involving all 88 Christian students at the school as respondents. Data were collected using a structured Likert-scale questionnaire measuring five dimensions: servant-oriented attitude, pedagogical care and responsiveness, humility in classroom leadership, commitment to student growth, and Christ-centered modeling. The instrument was validated through expert judgment and demonstrated acceptable reliability (Cronbach’s alpha > 0.70). Descriptive statistical analysis using mean scores and standard deviations was conducted to determine the perceived level of teacher competence grounded in servant leadership. The findings indicate that the CRE teacher’s competence through servant leadership is perceived in the high category across all measured dimensions. Students particularly recognized the teacher’s willingness to serve, relational warmth, patience in instruction, and genuine concern for their academic and spiritual development. These results suggest that the Matthew 20:28 paradigm of leadership through service has been meaningfully operationalized in classroom practice. Nevertheless, minor areas for improvement were identified, especially in differentiated responsiveness and dialogical openness. The study concludes that servant leadership significantly strengthens pedagogical credibility and classroom climate in Christian education. It is recommended that ongoing professional development further integrate reflective practice and explicit theological articulation to enhance the transformative impact of CRE teaching in Indonesian primary school contexts.