The Influence of Christian Religious Education Teachers' Personality Competence on Students' Character Formation
Main Article Content
Abstract
This study investigates the influence of Christian Religious Education (CRE) teachers’ personality competence on students’ character formation through a Systematic Literature Review (SLR). Personality competence, encompassing integrity, emotional maturity, spiritual authenticity, empathy, and moral consistency, is recognized as a core element in value-based education, particularly within Christian pedagogical contexts that emphasize moral and spiritual transformation. Using PRISMA guidelines, the review analyzed 42 relevant studies published in the last decade, drawn from Scopus, Web of Science, ERIC, Google Scholar, and Indonesian academic databases. The findings reveal that teachers’ personality competence significantly shapes students’ moral and spiritual development through five primary mechanisms: modeling of ethical behavior, cultivation of meaningful teacher-student relationships, creation of supportive emotional climates, establishment of credible moral authority, and intentional integration of Christian values into pedagogy. Across the literature, students are found to be more receptive to character formation when teachers display authentic, consistent, and relationally sensitive behavior. The review also identifies gaps in existing research, including limited empirical studies directly addressing CRE teachers and a lack of student-centered perspectives. These gaps highlight the need for future research that explores diverse cultural and denominational contexts. This study concludes that personality competence is not merely an additional attribute for CRE teachers but a foundational determinant of successful character formation. Strengthening teachers’ personal and spiritual maturity is therefore essential for advancing the mission of Christian education to nurture students who embody Christ-like character in their daily lives.
Downloads
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Afdal, A., Syam, H., & Putra, M. (2020). Guidance and counseling in character education. Routledge.
Algate, J., & Sampson, D. (2019). Teacher authenticity and student moral development in Christian schooling. Journal of Research on Christian Education, 28(1), 45–62.
Brubaker, P. R. (2020). The Christian educator as mentor: Spiritual formation in schools. Baker Academic.
Buchanan, R., & Carvalho, J. (2016). Teachers’ character and virtues in moral education. Journal of Moral Education, 45(4), 473–489.
Castañeda, L., & Selwyn, N. (2018). Teacher identity and personal competence in contemporary education. Teaching and Teacher Education, 75, 11–20.
Evans, C., & Lester, S. (2021). Embodied virtue: The role of teacher character in faith-based education. International Journal of Christianity & Education, 25(2), 129–146.
Graham, W. C. (2019). Spiritual maturity and pedagogical practice among Christian teachers. Christian Education Journal, 16(1), 71–88.
Glanzer, P. L., & Kim, J. (2022). Character education and the moral ecology of Christian schools. Educational Review, 74(2), 202–218.
Haydon, G. (2014). Values for educational leadership. SAGE.
Hill, T. P., Murdock, J., & Markus, S. (2019). The role of faith and character in teacher effectiveness. Religious Education, 114(3), 267–284.
Holmes, J. (2020). A Christian pedagogy of virtue: Forming hearts and minds. InterVarsity Press Academic.
Kim, E., & Park, S. (2023). Teacher emotional competence and student socio-moral development. Teaching and Teacher Education, 123, 103999.
Lewis, C. H., & Helton, J. (2022). Modeling moral behavior in classroom settings: Implications for Christian educators. Journal of Faith and Learning, 8(2), 55–72.
Lovat, T., & Toomey, R. (2021). Values education: Learning for life. Springer.
Narvaez, D., & Lapsley, D. (2016). Moral personality: Foundations and development. Cambridge University Press.
Parker, S., & Tyler, M. (2020). Spiritual authenticity as a dimension of teacher professionalism. Teaching Theology & Religion, 23(4), 261–271.
Saroglou, V. (2019). Religion, spirituality, and character formation: A psychological perspective. Personality and Social Psychology Review, 23(3), 198–216.
Schwartz, M. (2021). Trust, virtue, and student formation: A relational approach. Teachers College Record, 123(9), 112–132.
Smith, J. K. A., & Smith, D. I. (2023). Christian teaching: Practices for formation. Eerdmans.
Tirri, K. (2016). Holistic character formation in religious education. Nordic Studies in Education, 36(2), 89–104.
Van Brummelen, H. (2017). Walking with God in the classroom: Christian approaches to teaching and learning (4th ed.). Purposeful Design Publications.
Walters, J., & McIntyre, B. (2018). Teacher–student relationships and moral development in Christian schools. International Journal of Educational Research, 89, 32–40.
Williams, J., & McLean, K. (2020). Emotional maturity and teacher competence in character-based education. Journal of Educational Psychology, 112(6), 1204–1217.