Pedagogical Competence of Christian Religious Education Teachers and the Faithfulness of Eliezer (Genesis 24:34-36): A Contextual Study at UPT SMP Negeri 4 Sumbul

Abstract

This study examines the relationship between pedagogical competence and the faithfulness of Eliezer in Genesis 24:34-36 within the context of Christian Religious Education (CRE) at UPT SMP Negeri 4 Sumbul, Dairi. Pedagogical competence is widely recognized as a core dimension of teacher professionalism, yet its theological grounding in biblical paradigms remains underexplored. Drawing on the narrative of Eliezer’s entrusted mission, this research conceptualizes faithfulness as responsibility toward assigned tasks, consistency between mandate and action, transparency in communication, and loyalty to institutional and spiritual commitments. A quantitative correlational design was employed involving 27 Christian teachers (including CRE teachers) and a proportional sample of Christian students from a population of 203. Data were collected using validated Likert-scale questionnaires and analyzed through descriptive statistics, Pearson product–moment correlation, and simple linear regression. The findings indicate that both pedagogical competence and faithfulness are rated at high levels. Statistical analysis reveals a strong positive correlation between faithfulness and pedagogical competence (r = 0.71, p < 0.001), with faithfulness accounting for 50.4% of the variance in pedagogical competence (R² = 0.504). These results suggest that theological faithfulness significantly predicts and strengthens professional instructional practice. The study concludes that the integration of biblical reflection and empirical educational analysis offers a coherent framework for understanding teacher professionalism in Christian education. Faithfulness, inspired by Genesis 24:34-36, emerges as a meaningful ethical foundation that enhances pedagogical effectiveness within a public-school context.