Personality Competence of Christian Religious Education Teachers in Embodying the Value of Humility Based on Philippians 2:3: A Study at SMP Negeri 2 Toma

Abstract

This study examines the relationship between the personality competence of Christian Religious Education (CRE) teachers and the embodiment of humility among students based on Philippians 2:3 at SMP Negeri 2 Toma, South Nias. In a school context consisting of 80 Christian students and two Christian teachers, including the CRE teacher, the visibility of teacher character plays a significant role in shaping students’ moral and spiritual development. Using a quantitative descriptive-correlational design, data were collected through a structured Likert-scale questionnaire measuring teacher personality competence, operationalized through integrity, emotional stability, relational maturity, moral consistency, and exemplary conduct, and students’ embodiment of humility, reflected in respect for others, openness to correction, cooperation, empathy, and avoidance of selfish ambition. The findings reveal a strong and statistically significant positive correlation between teacher personality competence and student humility (r = 0.728, p < 0.001). Regression analysis indicates that teacher personality competence accounts for approximately 53% of the variance in students’ humility (R² = 0.530), demonstrating a substantial predictive contribution. The results suggest that humility, as articulated in Philippians 2:3, is effectively cultivated not only through doctrinal instruction but through consistent character modeling in daily classroom interactions. The study concludes that strengthening teacher personality competence is essential for holistic Christian education, as authentic embodiment of biblical values by teachers significantly influences students’ relational ethics and spiritual formation.