Social Competence of Christian Religious Education Teachers and the Spirit of Solidarity: A Study of Philippians 2 at SDN 178497 Sibargot

Abstract

This study examines the social competence of Christian Religious Education (CRE) teachers and its relationship to the spirit of solidarity, interpreted through the theological framework of Philippians 2, at SDN 178497 Sibargot. In contemporary educational discourse, social competence is increasingly recognized as a core dimension of teacher professionalism, encompassing ethical interaction, empathy, and relational responsibility. This research employed a qualitative approach combining a Systematic Literature Review (SLR) and simple semi-structured interviews. The SLR analyzed international scholarly literature on teacher social competence, moral education, and Christian pedagogy from reputable academic publishers. Empirical data were collected through interviews with two Christian teachers at SDN 178497 Sibargot to explore how social competence and solidarity are understood and practiced in a public elementary school context with a small Christian population. Data were analyzed thematically by integrating theoretical insights from the literature with contextual findings from the interviews. The findings indicate that social competence among CRE teachers is manifested through relational integrity, humility, ethical responsibility, and inclusive interaction. Solidarity was understood not as a formal program but as a daily pedagogical attitude expressed through service, cooperation, and respect for others. The study concludes that social competence grounded in the spirit of solidarity articulated in Philippians 2 strengthens ethical professionalism and contributes positively to classroom climate and school culture. This research highlights the relevance of integrating biblical theology with educational theory in understanding teacher competence within pluralistic educational settings.