Dr Mely Wezah
Master's College of Theology, Visakhapatnam
Teaching is one of the noblest professions, offering direct access to young minds and shaping future generations. This profession is esteemed for its profound impact on individuals and society. It has been labelled as the noblest profession in the past. However, this profession’s integrity has eroded over time, necessitating introspection and reform. To restore its nobility, it is vital to understand work ethics-the moral principles guiding conduct and professionalism, ensuring that actions align with high professional standards. Understanding work ethics and professionalism is crucial to restoring the profession’s excellence.
The biblical ministry encompasses both the general responsibility of every believer to serve God and the specific spiritual offices mentioned in Ephesians 4:1, such as the apostle, prophet, evangelist, pastor, and teacher. Ministry has expanded over time to meet diverse needs while retaining its core purpose of serving the Lord.
Matthew 9:37–38 (“The harvest is plentiful, but the labourers are few”) highlights the demanding nature of God’s work. Sadly, many students, after graduation, forget their commitment and treat ministry as optional. Teaching ministry, however, requires discernment, calling, and passion. It demands zeal, dedication, and careful nurturing of future ministers of God. However, many theological students opt for teaching ministry after graduation due to various reasons, such as the perception that it’s a respected profession with fewer demands. Others may view teaching as an escape from life’s challenges, offering a comfortable and individualistic lifestyle. (Without diminishing the invaluable contributions of committed and dedicated teachers who excel in lesson preparation, evaluation, and scholarly writing). For some, teaching becomes a default ministry due to limited opportunities in other areas in their church.
A serious introspection of theological education is needed, as Christianity today often lacks the influence it once held. We must ask: Are theological students inadequately prepared or supported? Have theological educators failed to uphold high standards of ethics and professionalism? While students face their struggles, theological educators play a crucial role in shaping their character and ministry. Many issues confronting churches, such as leadership failures, financial mismanagement, might have been prevented if theological educators had modelled integrity and responsibility. Ultimately, our students reflect what they are taught and trained to be at the theological institutions. This discussion highlights essential principles to reclaim and uphold the nobility of theological education.
1. Maintenance of Academic Excellence and Integrity: Theological educators must stay updated in their field, maintaining high standards in teaching, research, and mentorship. They must show intellectual honesty, transparency in teaching and administration, and fairness in grading. Inconsistencies in evaluation should be avoided, and grades originally submitted by teachers must not be altered or manipulated. In writing and research, plagiarism and misrepresentation are unethical and must be shunned. Learning is a lifelong journey; hence, educators must remain open to growth while maintaining academic discipline.
2. Reflection on Spiritual Integrity: A genuine commitment to live ethically according to one’s faith is essential. “The fear of the Lord is the beginning of wisdom” (Proverbs 1:7). Educators must model Christ like character-love, humility, and compassion in their teaching and relationships. Spiritual integrity must extend beyond classrooms into private life. Such authenticity enables students to grow spiritually and see Christ reflected in their mentors. As Scripture reminds us: “Show yourself in all respects to be a model of good works, and in your teaching show integrity and dignity” (Titus 2:7-8). Genuine integrity cannot coexist with superficial living.
3. Professional Relationship with Students: Theological Educators should nurture healthy and professional relationships with students while maintaining appropriate boundaries to avoid favouritism or bias. Excessive friendliness can blur roles and compromise respect. They must remain as teachers and likewise as students, each fulfilling their responsibilities. This clarity helps students mature professionally. Unmarried faculty members, in particular, should exercise extra caution in their interactions and visitations with the opposite gender, given the existence of unreported cases of harassment or manipulation within theological contexts.
4. Avoidance of Exploitation: Theological Educators must never exploit their position for personal, financial, or political gain. Seeking students’ help in genuine need is acceptable, but should not interfere with their academic commitments. Students attend institutions to learn, not to serve as personal assistants or household helpers. Furthermore, students should not be used as scapegoats or as tools to provoke colleagues and create conflict. They must exercise their authority responsibly, within the scope given to them, without abusing their power for selfish advantage.
5. Restraint from Gossiping and Idle Talk: Many Christians stumble in this area because of their inability to control their tongues. Theological educators should avoid unnecessary discussions about colleagues, students, or others. It is neither possible nor necessary to know or talk about everything under the sun. By exercising restraint in speech and minding their own responsibilities, theological educators earn the trust of co-workers and students. Such trust fosters a healthy and positive environment in the seminary. Truly effective ministers are those who can discipline their tongue.
6. Rejection of Groupism and Divisiveness: Any gathering or group formed with the genuine intention of fostering unity in the body of Christ and the church should be encouraged. However, if there are ulterior motives, they must be carefully monitored and strictly prohibited. The trend of people coming together to exchange ideas, share knowledge, or assist students with assignments and presentations has declined sharply in recent times. Instead, such gatherings have devolved into platforms where people criticise and tear others down. The Christian community around the world already suffers from enough division and fragmentation, and this has inflicted serious damage on the body of Christ.
Although we naturally gravitate toward people of our own background, we must be reminded of Christ’s unconditional love for all humanity. We are called to transcend our differences and unite as one body in Christ. Theological educators, therefore, should avoid promoting groupism or forming exclusive unions, as these foster divisiveness and church politics in the minds of students, which they may unconsciously carry into their future ministries. Racism, regionalism, and tribalism stand in opposition to the ethos and embodiment of Jesus Christ, whose mission was rooted in love, humanity, and selflessness.
7. Mutual Respect Among Colleagues: In a theological college, homogeneity does not exist in terms of age, gender, personality, academic degrees, or subject specialisation. Each faculty member comes from diverse backgrounds, cultures, and church traditions. This uniqueness must be recognised and valued. Respect is a two-way responsibility: subordinates are bound to respect the Principal or head of the institution, while those in authority must treat their colleagues as part of a team-or even as members of one family in Christ. When the principal treats colleagues with fairness and equality, the institution remains strong and secure. Without respect, there can be no unity, and teamwork will fail. A spirit of mutual understanding and respect among colleagues is therefore essential for the smooth functioning of any college or institution.
8. Maintenance of Genuineness: In pastoral and academic life, genuineness is vital. In a world filled with pretence, theological educators must live authentically in public and private. Pretentious living erodes trust, while genuine individuals are dependable and consistent. Theological educators must fulfil their responsibilities faithfully, whether or not they are being supervised. Every task is ultimately accountable to God, who sees all things. Thus, genuineness is not merely a personal virtue but a divine responsibility that sustains credibility and spiritual strength.
9. Significance of Punctuality and Time Management: Punctuality reflects professionalism and commitment to God. Theological educators must be meticulous with time management, ensuring they are punctual for classes, office hours, worship and meetings, etc. Classes and sermons should begin and end on time, as students need to prepare for subsequent classes, and the next teacher also deserves that time. It is unethical to take extra minutes beyond one’s allotted class or sermon time.
Being late compromises discipline and responsibility, qualities that students are expected to develop for their future ministries. Time management is an integral part of life, and theological educators who model punctuality earn the respect of both students and colleagues. Students, in turn, learn by example, becoming punctual themselves in attending classes, submitting assignments, and making presentations. Ultimately, punctuality enhances stewardship of time, which remains one of the most precious resources in our modern era.
10. Professional Dress and Presentation: Appearance reflects professionalism and self-respect. Proper attire communicates dignity and creates a positive impression on students. It can also boost students’ confidence and sense of discipline. While India’s varied climates make uniform dress code impractical, theological educators should dress formally and modestly, maintaining decorum appropriate to their cultural and institutional setting. A teacher’s appearance often mirrors inner discipline and respect for the calling they represent.
11. Embracing Students with Love and Care: Above all, genuine love and care must define theological education, for we are created in God’s image (Genesis 1:27). Theological educators should treat students as family, nurturing them as their own children. Without love, teaching ceases to be ministry. Effective ministry requires two-way communication and genuine compassion. Each day should remind educators that their service is unto the Lord, driven by passion, not routine.
Love must also include discipline. While students may misinterpret correction, it arises from care, not hostility. As parents’ guide their children, theological educators must guide students firmly yet lovingly. Sadly, some lack passion or commitment; for them, this is a wake-up call to renew their zeal. Without genuine love and dedication, teaching loses its divine purpose.
12. Cultivation of Confidentiality: The Latin word ‘fidere,’ meaning ‘to trust,’ which is also found in the words ‘fides,’ meaning ‘faith or trust,’ and the Latin word ‘confidere,’ meaning ‘to have full trust and reliance.’ Confidentiality has its origins in the Hippocratic Oath, which emphasised the importance of keeping patient information private.This principle has evolved, influenced by legal precedents and ethical codes, to address the complexities of contemporary psychological practices. The ethical aspect is to keep one’s personal information private, safe and secure. Breaching confidentiality can undermine trust and damage professional relationships, making it a crucial principle for responsible conduct.
Theological educators need to revisit the root word and its meaning. However, a concerning issue has arisen: confidential matters discussed at faculty meetings are reportedly being leaked to students and staff. Despite confidentiality commitments, it is concerning that such sensitive information is reaching the students’ ears! Confidentiality must be strictly maintained about students’ personal and academic matters, faculty discussions and meetings, as well as administrative affairs.
Impact of Professional Standards and Ethics: When theological educators uphold integrity and professionalism, students are better equipped to excel academically and spiritually. By maintaining these principles, educators foster a positive and supportive environment that prepares future ministers for effective service. Just as parents desire their children to surpass them, theological educators’ commitment to excellence enables students to achieve greater things in their own ministries. The outcome of such dedication will indeed be fruitful and rewarding for both the theological educators and the Kingdom of God.
