The Role of Wise Personality Integration in Decision-Making among Christian Religious Education Teachers at SDN 098169 Bagot Raja

Abstract

The integration of teachers’ wise personality in Christian Religious Education (PAK) plays a pivotal role in shaping both instructional practices and student moral development. This study explores how teachers at SDN 098169 Bagot Raja exercise personality competence-including integrity, emotional maturity, empathy, and reflective capacity-in making pedagogical and ethical decisions. Using a qualitative case study approach supported by classroom observations, interviews, and document analysis, the research investigates how teachers’ personal virtues influence curriculum implementation, classroom management, and student character formation. Findings indicate that teachers’ wisdom manifests through culturally responsive lesson adaptation, empathetic conflict resolution, and consistent moral modeling, enabling students to internalize values such as honesty, responsibility, empathy, and perseverance. Teachers’ emotional literacy and reflective practices were found to enhance decision-making, fostering trust, cooperation, and a psychologically safe classroom environment. Despite these positive outcomes, challenges such as time constraints, infrastructural limitations, and emotional labor occasionally hinder the consistent application of personality competence. The study underscores the importance of institutional support, including mentoring, collaborative reflection, and professional development, to strengthen teachers’ capacity for ethical and effective decision-making. By integrating personal virtue with pedagogical strategy, PAK teachers act as both educators and moral exemplars, shaping students’ academic and ethical development in tandem. This research highlights that the effectiveness of character education is inseparable from the moral quality of teachers and that investing in teachers’ personality competence is a foundational strategy for fostering holistic education. The findings provide practical insights for schools, policymakers, and teacher education programs seeking to enhance both curriculum mastery and student moral growth.