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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Journal of Professional Teacher Education
Ximenes, Mateus dos Santos
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pastoral counseling in Christian schools: A hidden force in shaping professional teachers’ roles beyond the classroom Da Costa, Augusto; Ximenes, Mateus dos Santos; Rostiawan, Fitra Fajar
Journal of Professional Teacher Education Vol. 3 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i1.1610

Abstract

Spiritual well-being and mental health have become increasingly important issues in modern life, which is often marked by stress and uncertainty. Pastoral counseling emerges as an integrative approach that combines Christian spiritual values, psychological principles, and counseling techniques to holistically support individuals. This article aims to map the development and global trends in pastoral counseling research through a bibliometric analysis of 1,848 Scopus-indexed publications from 1970 to 2025. The study adopts the PRISMA approach for data screening and uses the VOSViewer application to visualise the results. Findings reveal a significant increase in the number of publications, with major contributions from the United States, the United Kingdom, and South Africa, as well as leading authors such as Seward Hiltner and Lindsay B. Carey. Institutions like the University of Pretoria were also noted as active contributors in this field. Collaboration and keyword network analysis show that key emerging themes include spirituality, empathy, emotional healing, and responses to global crises such as the COVID-19 pandemic. The study affirms that pastoral counseling is a dynamic, multidisciplinary field that adapts to the evolving needs of society and remains relevant in shaping transformative pastoral care practices. This article is expected to serve as both an academic and practical reference for further research and the implementation of pastoral counseling across various socio-religious contexts. 
School-Level Pathways to Truancy in Dili Through Secondary Qualitative Analysis Tomé, Agosto Olo; Ximenes, Mateus dos Santos; da Costa, Augusto
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i3.31062

Abstract

Truancy in Dili has already been reported from a 19-participant qualitative dataset, creating a need for any further use of that material to address a demonstrably different question rather than repeat the original factor catalogue. This study therefore presents a transparent secondary qualitative analysis of previously collected interviews from five public secondary schools in Dili, Timor-Leste. The re-analysis asked how school-based experiences can be configured into participation pathways associated with truancy and where student and school-stakeholder accounts align, diverge, or remain uncorroborated. Previously reported interview material was recontextualized through configurative qualitative secondary analysis, with source-role comparison, deviant-evidence checking, and explicit interpretive boundaries. Three pathways were identified: organizational permeability and peer reinforcement; erosion of classroom value and relational safety; and material barriers to sustained presence. A cross-cutting institutional-responsiveness layer helped explain why some barriers persisted. Student and stakeholder accounts partially aligned on weak instructional practice and inadequate sanitation, whereas peer and organizational interpretations remained primarily student-sourced. The analysis also retained counter-evidence: one student emphasized autonomous subject dislike rather than peer determination. These findings do not constitute new data collection, prevalence estimates, or causal effects. Their contribution is an evidence-bounded reframing of truancy as a problem of school participation whose feasibility, value, and perceived safety are shaped by social, pedagogical, material, and institutional conditions. The analysis supports coordinated attendance responses that investigate reasons for absence while strengthening instructional engagement, respectful relationships, usable facilities, and responsive school management.
Co-Authors Augusto Da Costa, Augusto Rostiawan, Fitra Fajar Tomé, Agosto Olo