The Role of Christian Religious Education Teachers’ Personality Competence in Instilling Ethical Values among Students at SMA Negeri 2 Alasa

Abstract

This study examines the pivotal role of Christian Religious Education (CRE) teachers’ personality competence in cultivating students’ ethical awareness and moral conduct at SMA Negeri 2 Alasa. The research stems from the recognition that moral and spiritual formation in education is deeply influenced not merely by cognitive instruction but by the teacher’s lived example and integrity. Grounded in a biblical framework-particularly Philippians 4:9 and Ephesians 6:1–3-the study integrates theological reflection with empirical analysis. Employing a quantitative descriptive-correlational design, data were collected from 30 students using two validated instruments: a teacher personality competence questionnaire and a student ethical values scale. Statistical analysis using Pearson’s Product-Moment Correlation revealed a strong, significant relationship between teacher personality competence and students’ internalization of ethical values (r = 0.795, p < 0.01), indicating that 63% of the variance in students’ moral development can be explained by the teacher’s personal character. The findings highlight integrity, empathy, and self-control as the most influential traits contributing to students’ respect, honesty, and responsibility. Theologically, the results affirm that the teacher’s personality functions as both a moral and spiritual model, embodying Christlike virtues that students naturally imitate. The study concludes that teacher formation programs must integrate spiritual and ethical development as essential components of professional competence. Furthermore, schools should institutionalize value-oriented pedagogies that emphasize moral exemplarity, creating a learning environment where Christian values are not merely taught but authentically lived.