Enhancing Social Competence of CRE Teachers to Foster Student Empathy: A Case Study at SD Dharma Wanita Medan
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Abstract
Christian Religious Education at the elementary level plays a strategic role in shaping students’ spiritual, moral, and social character, with empathy serving as a vital foundation for holistic formation. This study explores the relationship between CRE teachers’ social competence and the development of empathy among students at SD Dharma Wanita Medan. Social competence, defined as teachers’ ability to communicate effectively, build positive relationships, and model inclusivity, is considered a pedagogical necessity for fostering empathetic learners in today’s complex educational landscape. A quantitative research design was employed, involving four CRE teachers and 120 students from Grades IV–VI selected through stratified random sampling. Data were collected using two validated instruments: the Social Competence Scale for Teachers (SCST) and the Empathy Scale for Students (ESS). Descriptive statistics, Pearson’s correlation, and multiple regression analyses were applied to assess the relationship between teacher social competence and student empathy levels. Findings revealed that CRE teachers demonstrated a high overall level of social competence (M = 4.12), particularly in interpersonal communication and emotional intelligence. Students displayed moderate-to-high levels of empathy (M = 3.89), with strengths in emotional recognition but weaker consistency in prosocial responsiveness. Correlation analysis confirmed a strong positive relationship between teacher social competence and student empathy (r = 0.62, p < 0.01), with interpersonal communication emerging as the strongest predictor. These results affirm the central role of teacher social competence in shaping empathetic learners and highlight the need for ongoing professional development grounded in Christian values.
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