The Social Competence of Christian Religious Education Teachers in Cultivating Empathy: An Expository Study of Joseph’s Story (Genesis 40:14) at SDN 165717 Padang Hulu - Tebing Tinggi

Abstract

This study explores the social competence of Christian Religious Education teachers in cultivating empathy among elementary school students through an expository interpretation of Joseph’s story in Genesis 40:14. The research was conducted at SDN 165717 Padang Hulu - Tebing Tinggi, an educational environment marked by cultural and religious diversity. Employing a qualitative descriptive method combined with biblical expository analysis, the study sought to understand how teachers’ relational competence influences students’ moral and emotional formation. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed thematically using Braun and Clarke’s framework. The findings reveal that the teacher’s social competence-expressed through empathy, active listening, and compassionate communication-served as the primary medium for nurturing students’ affective and moral awareness. By interpreting Joseph’s plea, “Remember me,” as a theological expression of vulnerability and trust, the teacher transformed the story into a moral learning experience that encouraged students to recognize and respond to the feelings of others. The integration of Scripture with experiential reflection allowed students to connect biblical values with real-life empathy, bridging theological understanding and social behavior. The study concludes that empathy in Christian education is not merely a psychological skill but a theological virtue rooted in divine compassion. Socially competent teachers thus play a dual role as moral mentors and spiritual guides, shaping students into compassionate and responsible individuals. This research underscores the importance of relational pedagogy as the foundation for moral education and the embodiment of Christian love in school communities.