Transfiguration as Pedagogical Metamorphosis: The Transforming Personality of Christian Teachers in Light of Matthew 17:2 - A Case Study at SMP Negeri 2 Berastagi

Abstract

This study examines the theological motif of transfiguration in Matthew 17:2 as a framework for understanding the transforming personality of Christian teachers at SMP Negeri 2 Berastagi. Situated within a public junior high school context comprising 480 Christian students and 50 Christian teachers, including Christian Religious Education (PAK) teachers, the research investigates whether theological internalization of the transfiguration narrative correlates with measurable dimensions of professional personality. Using a quantitative correlational design, data were collected from 48 Christian teachers through a structured Likert-scale questionnaire measuring two primary variables: theological internalization of Matthew 17:2 and transforming personality, operationalized through five dimensions, integrity, empathy, emotional regulation, servant leadership orientation, and reflective self-awareness. Statistical analysis included descriptive statistics, Pearson correlation, and simple linear regression. The results indicate a strong positive correlation between theological internalization and transforming personality (r = 0.71, p < 0.001). Regression analysis revealed that theological internalization significantly predicts transforming personality (R² = 0.50), accounting for 50% of the variance. Among the personality dimensions, servant leadership and integrity demonstrated the strongest associations with theological reflection. The findings suggest that the concept of transfiguration functions not only as a Christological doctrine but also as a formative paradigm shaping professional identity. Teachers who internalize the transformative meaning of Matthew 17:2 exhibit higher levels of ethical consistency, relational empathy, and service-oriented leadership. This study contributes to faith-integrated educational research by demonstrating that theological constructs can be operationalized and empirically analyzed within quantitative frameworks.