The Social Competence of Christian Religious Education Teachers in Fostering Educative Relationships: A Study of Philippians 1:5 at SMP Negeri 7 Bawolato

Abstract

This study explores the social competence of Christian Religious Education (CRE) teachers in fostering educative relationships grounded in the theological insight of Philippians 1:5, which emphasizes partnership, mutual support, and shared commitment in the work of faith. Conducted at SMP Negeri 7 Bawolato, Nias, where 46 Christian students are taught by seven CRE teachers, the research aims to examine how social competence is expressed in classroom interactions and how it contributes to the formation of meaningful, faith-oriented educational relationships. Employing a qualitative approach, the study integrates a Systematic Literature Review (SLR) with simple semi-structured interviews involving selected CRE teachers. The SLR analyzes scholarly works on teacher social competence, relational pedagogy, and Christian education, while interviews provide contextual insights into lived pedagogical practices. The findings reveal that social competence in CRE teaching is manifested through empathetic communication, collaborative learning, respectful engagement, and the ability to build trust-based relationships with students. These practices resonate strongly with the concept of koinōnia (partnership) in Philippians 1:5, highlighting education as a shared spiritual and pedagogical journey rather than a one-directional transfer of knowledge. In conclusion, the research underscores that social competence is a vital dimension of professional identity for CRE teachers, enabling them to transform classrooms into communities of learning marked by cooperation, care, and shared responsibility. This study contributes to the discourse on Christian pedagogy by offering a biblically grounded and contextually relevant model of educative relationships in public secondary schools.