The Importance of Christian Religious Education Teachers’ Spiritual Competence in Nurturing Pupils’ Spirituality at SDN 173426 Simanullang Toba

Abstract

This study examines the influence of Christian Religious Education (CRE) teachers’ spiritual competence on the spiritual growth of pupils at SDN 173426 Simanullang Toba, North Sumatra. Grounded in the theological principle of 1 Timothy 4:12-“set an example for the believers in speech, in conduct, in love, in faith, and in purity”-the research explores how authentic teacher spirituality nurtures students’ faith, prayer habits, and moral awareness. Using a quantitative correlational design, data were collected from 30 pupils and one CRE teacher through the Teacher Spiritual Competence Scale (TSCS) and the Pupil Spiritual Growth Questionnaire (PSGQ). Statistical analysis using Pearson’s correlation revealed a strong positive relationship (r = 0.802, p < 0.01) between the teacher’s spiritual competence and pupils’ spirituality, explaining 64% of the variance in students’ spiritual development. The results demonstrate that pupils’ spiritual maturity-expressed through prayer, gratitude, forgiveness, and respect-s profoundly shaped by the teacher’s example of faith, integrity, and compassion. These findings affirm Bandura’s social learning theory (1986), emphasizing that children internalize spiritual and moral behaviors through credible role models. Theologically, the study situates teaching as a divine vocation (vocatio Dei), where the educator acts as a shepherd and “living letter of Christ” (2 Corinthians 3:3), guiding pupils toward genuine encounters with God. Thus, spiritual competence is not an optional attribute but the soul of Christian pedagogy—integrating faith, character, and practice. The study concludes that when teachers embody Christlike character, classrooms become sacred spaces of transformation where faith is not only taught but lived.