Building a Spiritually Grounded Professional Identity: An Exegetical and Educational Study of Matthew 16:24-26 at SMP Negeri 4 Dolok Panribuan
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Abstract
This study explores how Matthew 16:24-26 functions as a theological foundation for constructing a spiritually grounded professional identity among Christian teachers at SMP Negeri 4 Dolok Panribuan. The research is motivated by the increasing need to integrate spiritual formation with professional competence in Christian educational contexts, where teacher identity must reflect both pedagogical expertise and discipleship commitment. Drawing on an exegetical analysis of the Matthean call to self-denial, cross-bearing, and the preservation of the soul, this study examines how these theological themes inform teachers’ understanding of vocation, responsibility, and moral integrity. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving 10 Christian teachers (including the Christian Religious Education teacher) and 120 Christian students. The findings indicate that teachers who internalize the principles of self-denial demonstrate relational humility and ethical consistency. The concept of “taking up the cross” is reflected in vocational resilience and sustained commitment amid institutional challenges. Furthermore, the warning against gaining the world at the cost of the soul reshapes professional success toward integrity, authenticity, and character formation rather than mere performance indicators. The study concludes that Matthew 16:24-26 provides a robust theological framework for developing a coherent professional identity grounded in discipleship. A spiritually anchored identity strengthens teachers’ moral credibility, enhances relational trust within the school community, and integrates faith with pedagogical practice. This research contributes to interdisciplinary dialogue between biblical theology and educational theory by demonstrating that scriptural exegesis can meaningfully inform contemporary models of teacher professional identity formation.
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