The Influence of Christian Religious Education Teachers’ Competence on the Religious Climate of SMA Negeri 1 Purbatua

Abstract

This study investigates the influence of Christian Religious Education (CRE) teacher competence on the religious climate at SMA Negeri 1 Purbatua, Indonesia. Grounded in the understanding that Christian education transcends cognitive instruction to encompass moral and spiritual formation, the research explores how pedagogical, professional, personal, and spiritual competencies of teachers shape a faith-centered learning environment. Using a quantitative correlational design, data were collected from 100 students across grades X–XII and three CRE teachers through structured questionnaires based on Permendiknas No. 16 of 2007. Teacher competence and school religious climate were measured using Likert-scale instruments and analyzed through simple linear regression with SPSS version 25. The findings revealed a significant positive relationship between teacher competence and the religious climate (R² = 0.45, p < 0.05), indicating that 45% of the variation in the school’s moral-spiritual atmosphere can be attributed to teacher competence. Among the four dimensions, personal and spiritual competencies were found to be the strongest contributors, reflecting teachers’ roles as moral exemplars who embody faith, integrity, and compassion in their daily interactions. The study underscores that effective CRE teachers not only transfer theological knowledge but also model Christ-like attitudes that transform classrooms into communities of love and forgiveness. However, it also highlights that sustaining a positive religious climate requires institutional support, including mentoring, spiritual renewal programs, and collaboration with families and church communities. The study concludes that the vitality of Christian education lies in the authenticity of its educators-where competence and calling unite in shaping faith-based, transformative learning environments.