Building Meaningful Obedience: An Analysis of Teacher Pedagogical Competence from the Perspective of Matthew 23:12 at SMA Negeri 1 Kutabuluh

Abstract

This study investigates how teacher pedagogical competence contributes to the formation of meaningful student obedience through the interpretive lens of Matthew 23:12 at SMA Negeri 1 Kutabuluh. The research was motivated by the growing need to move beyond compliance-based discipline toward value-based character formation in contemporary education. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving teachers, students, and school leadership. Thematic analysis was employed to identify patterns in the enactment of pedagogical authority and student responses. The findings reveal that while teachers generally demonstrate adequate procedural pedagogical competence, the depth of student obedience varies significantly depending on how authority is relationally embodied. Classrooms characterized by directive and control-oriented approaches tend to produce situational compliance, whereas servant-oriented pedagogy, marked by humility, relational care, and moral explanation, fosters more voluntary and internalized obedience. The exegetical reflection on Matthew 23:12 reinforces the educational importance of authority grounded in humility rather than dominance. The study concludes that pedagogical competence becomes transformative when integrated with servant leadership principles and authentic teacher modeling. It recommends strengthening professional development in relational pedagogy, reflective teacher identity, and value-based classroom assessment. These findings contribute to the discourse on Christian-informed character education and offer practical insights for improving teacher professionalism in pluralistic public-school contexts.