Professional Competence of Christian Religious Education Teachers in Cultivating Obedience to God’s Covenant: A Study of Exodus 24:7 at UPT SDN 030332 Sumbul
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Abstract
This study examines the professional competence of Christian Religious Education (CRE) teachers in cultivating obedience to God’s covenant through a theological reflection on Exodus 24:7, within the context of UPT SDN 030332 Sumbul-Dairi. The research is grounded in the premise that professional competence in Christian education extends beyond subject mastery to include theological literacy, pedagogical expertise, moral modeling, and contextual sensitivity. In a school environment comprising 106 Christian students and 11 Christian teachers, including the CRE teacher, covenantal instruction plays a significant role in shaping students’ spiritual and moral development. Using a qualitative case study design, data were collected through semi-structured interviews with the CRE teacher, selected Christian teachers, and students; classroom observations; and document analysis of lesson plans and instructional materials. Data were analyzed thematically to identify patterns linking professional competence and the cultivation of covenantal obedience. The findings indicate that obedience to God’s covenant is effectively nurtured when teachers demonstrate four integrated competencies: theological mastery and hermeneutical clarity in interpreting Exodus 24:7; pedagogical content knowledge that translates covenant theology into age-appropriate instructional strategies; moral credibility through consistent modeling of Christian values; and contextual leadership within a public-school framework. The study concludes that professional competence functions as the primary mediating factor between biblical theology and student character formation. In this setting, covenantal obedience emerges through informed commitment shaped by relational trust, participatory pedagogy, and theological coherence. These findings contribute to the discourse on faith-integrated professionalism by demonstrating that the cultivation of covenant-conscious learners depends significantly on the professional and spiritual quality of the Christian educator.
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