Spiritual Competence of Christian Religious Education Teachers and the Growth of Students’ Spirituality through the Fruit of the Spirit at UPTD SMP Negeri 2 Mandrehe Utara

Abstract

This study explores the relationship between the spiritual competence of Christian Religious Education (CRE) teachers and the spiritual growth of students, as reflected in the manifestation of the Fruit of the Spirit-love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Galatians 5:22–23). Conducted at UPTD SMP Negeri 2 Mandrehe Utara in Nias Regency, this research adopts an interpretive phenomenological approach to uncover how a spiritually competent teacher’s faith, humility, and relational integrity shape students’ moral and spiritual formation. Data were collected through observation, narrative interviews, and document analysis over three months, involving one CRE teacher and ten junior secondary students actively engaged in devotional activities. Findings reveal that the teacher’s spiritual competence-evident in prayerful leadership, empathetic communication, and incarnational teaching-served as a living testimony of the gospel. Students reported observable spiritual growth, marked by greater empathy, self-control, and cooperation, indicating internalization of the Fruit of the Spirit. The teacher’s integration of local Nias cultural values, particularly respect and communal harmony, enriched Christian pedagogy by contextualizing biblical virtues within students’ lived experiences. Despite challenges such as limited instructional time and secular influences, the teacher’s consistent spiritual modeling created a classroom culture of faith, love, and peace. The study concludes that spiritual competence functions as the core of transformative Christian education, where teaching becomes an act of ministry and formation. When teachers embody Christlike character, they not only transmit faith but cultivate communities where students encounter God and bear lasting spiritual fruit in daily life.