Enhancing Social Competence of Christian Religious Education Teachers through the Spirit of Unity: An Exegetical Study of Philippians 2:1-2 at SMP Negeri 2 Dolok Panribuan

Abstract

This study explores the enhancement of social competence among Christian Religious Education (CRE) teachers at SMP Negeri 2 Dolok Panribuan through the theological lens of Philippians 2:1-2. Social competence is understood as a multidimensional construct that includes interpersonal skills, ethical modeling, relational leadership, and pedagogical intentionality. In the context of 149 Christian students and 22 Christian teachers, including CRE teachers, the study investigates how faith-informed principles guide teachers in fostering collaborative, respectful, and inclusive classroom environments. Using a qualitative research design, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that CRE teachers operationalize the biblical call to unity by modeling humility, mediating conflicts constructively, and encouraging cooperative engagement among students. These practices not only promote social cohesion but also facilitate the internalization of Christian values, linking moral formation with academic learning. Challenges such as diverse student needs and structural constraints highlight the dynamic and context-dependent nature of social competence. The findings demonstrate that social competence in Christian education is both a professional skill and a spiritual vocation, where relational practices reflect ethical and theological commitments. The study contributes to the interdisciplinary dialogue between educational theory and biblical theology, suggesting that professional development programs should integrate faith-based reflection with relational pedagogy. By embodying the spirit of unity outlined in Philippians 2:1-2, CRE teachers can cultivate classrooms that support moral, social, and academic development, reinforcing the role of faith-informed practice in contemporary education.