Social Competence of Christian Religious Education Teachers within the Framework of Brotherly Love (Philippians 1:7): A Study at SD Negeri 078480 Orsedes

Abstract

This study examines the social competence of the Christian Religious Education (CRE) teacher within the framework of brotherly love based on Philippians 1:7 at SD Negeri 078480 Orsedes, South Nias, Indonesia. The research was motivated by the central role of social competence in fostering relational harmony, emotional security, and holistic faith formation, particularly in a context involving 59 Christian students guided by one CRE teacher. Employing a qualitative descriptive design, data were collected through classroom observation, semi-structured interviews, and document analysis. The study integrates biblical-theological reflection with educational theory to analyze how Pauline brotherly love is embodied in practical teaching behavior. The findings reveal that the teacher’s social competence is expressed through relational warmth, empathetic communication, fairness in conflict resolution, collaborative learning practices, and pastoral engagement beyond the classroom. These practices reflect the theological principles of affection, solidarity, and shared participation in grace emphasized in Philippians 1:7. The study further indicates that such competence contributes significantly to classroom unity, student engagement, and moral modeling. While challenges related to workload and limited professional development exist, the overall relational climate demonstrates that social competence grounded in biblical love fosters transformative Christian education. The research concludes that social competence is both a professional requirement and a spiritual vocation for CRE teachers. When rooted in Christ-centered brotherly love, it becomes a vital instrument for cultivating cohesive learning communities and nurturing students’ spiritual and social maturity within the elementary school context.