Christian Religious Education Teachers as Guardians of God’s Covenant: A Reflection on Genesis 26:3-5 at SDN 075024 Duria Balaki

Abstract

This study examines the role of Christian Religious Education (CRE) teachers as guardians of God’s covenant through a reflection on Genesis 26:3-5 at SDN 075024 Duria Balaki, Nias. The research is grounded in the theological premise that God’s covenant faithfulness requires intentional transmission through educational practices, particularly within formal Christian education contexts. The study aims to analyze how the professional and spiritual competencies of CRE teachers contribute to students’ understanding of covenantal values such as obedience, faithfulness, and trust in God. A quantitative descriptive approach was employed involving 78 Christian students and 9 Christian teachers (including the CRE teacher). Data were collected through structured questionnaires and analyzed using descriptive statistical techniques. The findings reveal that the CRE teacher demonstrates a strong role in mediating covenantal theology into pedagogical practice, reflected in high student responses regarding clarity of teaching, relational communication, and value internalization. However, several areas require strengthening, particularly in contextual application and student-centered engagement strategies. The discussion highlights that effective covenantal teaching is not merely cognitive but integrative, involving pedagogical competence, spiritual modeling, and relational sensitivity. The study concludes that CRE teachers function significantly as covenant guardians when professional competence is aligned with biblical-theological understanding and reflective teaching practice. Strengthening continuous professional development and contextual pedagogy is recommended to enhance the transformative impact of covenant-based Christian education in primary school settings.