The Emotional Balance of Christian Religious Education Teachers in Facing Teaching Challenges: A Case Study at SMP Negeri 1 Tanah Masa

Abstract

The emotional balance of Christian Religious Education (PAK) teachers plays a crucial role in classroom management and in addressing various challenges throughout the teaching and learning process. A teacher’s ability to regulate and maintain emotional equilibrium not only impacts the quality of instruction delivered but also affects teacher-student interactions and the management of potential classroom conflicts. This study aims to identify the influence of emotional balance among PAK teachers on their ability to overcome teaching challenges at SMP Negeri 1 Tanah Masa. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with several PAK teachers, direct classroom observations, and analysis of relevant documents. The findings reveal that emotional balance significantly contributes to creating a conducive learning environment, enhancing student motivation, and minimizing conflicts in the classroom. Teachers who are able to manage their emotions effectively tend to be more successful in communicating, delivering instructions, and resolving challenges that arise during the teaching process. The study also found that factors such as teaching experience, emotional training, and social support influence teachers’ capacity to maintain emotional balance. Thus, the development of teachers’ emotional competence should be prioritized as part of efforts to improve the overall quality of education in schools.