The Gospel of Matthew as a Theological Framework for Developing Teachers’ Social Competence: A Study at SMP Negeri 1 Simpang Empat

Abstract

This study investigates the Gospel of Matthew as a theological framework for developing teachers’ social competence at SMP Negeri 1 Simpang Empat. Situated within a public junior high school context comprising 82 Christian students and 11 Christian teachers, including the Christian Religious Education (PAK) teacher, the research explores how Matthean theology informs relational professionalism. Social competence, understood as the capacity for effective communication, collaboration, empathy, conflict resolution, and ethical interaction, is a core dimension of teacher professionalism. This study argues that the Gospel of Matthew provides a coherent ethical paradigm that deepens and strengthens these competencies. Using a qualitative case study design, data were collected through semi-structured interviews with teachers and selected students, non-participant classroom observations, and document analysis of instructional and institutional materials. Thematic analysis was employed to identify recurring patterns connecting biblical interpretation with professional practice. The findings reveal that key Matthean themes, servant leadership (Matt. 20:26-28), peacemaking (Matt. 5:9), mercy (Matt. 9:13), and integrity (Matt. 5:37), function as normative principles shaping teachers’ interpersonal conduct. Teachers who consciously internalized these teachings demonstrated restorative approaches to discipline, empathetic communication, collaborative collegiality, and ethically consistent behavior. The study concludes that the Gospel of Matthew provides a robust theological architecture for cultivating socially competent educators. By integrating Christological ethics with professional standards, Christian Religious Education teachers can embody a relational pedagogy that is both contextually responsive and spiritually grounded. This research contributes to the discourse on faith-informed teacher professionalism within pluralistic educational settings.