From the Fruit of the Spirit to the Classroom: Reimagining Christian Pedagogical Competence among Christian Religious Education Teachers at SMP Negeri 2 Kutalimbaru

Abstract

Christian Religious Education (CRE) requires teachers to integrate pedagogical expertise with Christian character and spiritual formation. This study explores Christian pedagogical competence among CRE teachers at SMP Negeri 2 Kutalimbaru, Indonesia, through a theological reading of the fruit of the Spirit in Galatians 5:22–23. Employing a qualitative case study design, the study involved two CRE teachers serving 122 Christian students. Data were collected through semi-structured interviews, classroom observations, and analysis of instructional documents. The data were analyzed thematically by identifying patterns of pedagogical practice and interpreting them through the theological dimensions of Galatians 5. The findings reveal four interconnected dimensions of Christian pedagogical competence: relational teaching grounded in love, patience and gentleness in classroom interaction, faithfulness and responsibility in instructional practice, and self-control in classroom management. These findings indicate that pedagogical competence in Christian education extends beyond technical abilities such as lesson planning, instructional delivery, and assessment. It also involves the teacher’s character, relational disposition, and capacity to embody Christian values in everyday educational interactions. The study proposes a Spirit-shaped pedagogy framework in which the fruit of the Spirit informs teachers’ dispositions, pedagogical practices, and the formation of a Christian learning environment. The study contributes to Christian education scholarship by connecting Pauline theology with contemporary teacher competence and offers implications for teacher education, professional development, and Christian pedagogical formation.