Social Competence of Christian Religious Education Teachers in Fostering a Cohesive School Community: Insights from Exodus 37:17 at SD Negeri 071071 Somolo-molo

Abstract

This study investigates the role of social competence among Christian Religious Education (CRE) teachers in fostering a cohesive school community at SD Negeri 071071 Somolo-molo, Nias, Indonesia. In faith-based educational contexts, teacher social competence, including effective communication, empathy, relational sensitivity, collaborative engagement, and conflict resolution, emerges as a vital factor influencing students’ sense of belonging, mutual respect, cooperation, and shared responsibility. Guided by the symbolic interpretation of Exodus 37:17, which portrays the golden lampstand as a single, unified structure, the research explores how relational skills enable teachers to integrate diverse student personalities into a harmonious and spiritually enriched community. A quantitative descriptive-correlational design was employed, with all 125 Christian students participating through structured Likert-scale questionnaires. Results reveal a high perception of teacher social competence (M = 4.32) and school community cohesion (M = 4.28). Pearson correlation and regression analyses indicate a strong positive relationship (r = 0.682, p < 0.001), with social competence accounting for approximately 46.5% of the variance in school cohesion. Findings suggest that CRE teachers function as relational artisans, shaping interpersonal relationships and modeling Christian virtues, thereby enhancing both moral and spiritual development. The study underscores that social competence is not merely an interpersonal skill but a structural pillar for educational and spiritual unity, especially in culturally cohesive regions like Nias. Implications highlight the importance of integrating relational training into teacher professional development to cultivate morally grounded, spiritually aware, and cohesive school communities.