Integrity and Honour as Stewardship Roles of Teachers in Implementing Christian Education Curriculum

In Christian education, implementing a curriculum is more than passing across content but teaching for life change through teaching, mentoring, counselling, modelling and learning. Christian education seeks to nurture learners in the knowledge of God and shape them into Christ-like individuals who serve God and humanity. The role of teachers in this noble task is not merely instructional but inherently spiritual and moral. Teachers occupy a significant position in curriculum implementation because they translate curriculum from theory to practice by helping students to develop knowledge and skill effectively, as stated in the curriculum. In achieving the purpose of the curriculum, teachers are to be effective and consider themselves as stewards. However, failure of teachers in imbibing honour and integrity in their work is the failure of their stewardship role in curriculum implementation. This paper explores integrity and honour as stewardship roles vital to the effective implementation of Christian education curriculum. Drawing from theological foundations, biblical teachings, and educational theories, the paper demonstrates how integrity and honour are core to a teacher's identity as a steward of Christian values. The paper examines Christian education and its curriculum; teachers’ stewardship roles in implementing the curriculum and the work of Christian teachers in curriculum implementation with the aid of and aim to effectively carry out their noble assignments in honour and integrity. Furthermore, it discusses practical strategies to embody these virtues in pedagogical practice and examines the implications for curriculum delivery, student formation, and institutional culture. The writer considers teachers as stewards who are trained and equipped to effectively implement Christian education curriculum for transformational change in the learners, with integrity and honour as watchwords of the process and of the ultimate end. By positioning integrity and honour as non-negotiable dimensions of Christian teaching, the paper argues for intentional cultivation of these virtues and recommends teacher training, institutional policies, and personal spiritual discipline.