Examining 21st century teaching competencies: A study of public elementary school teachers in Patikul West District, MBHTE-Sulu
DOI:
https://doi.org/10.62596/h1aqnm61Keywords:
21st Century Teaching Skills, Learning, Educational Attainment, Length of ServiceAbstract
This quantitative study aims to evaluate and assess the 21st-century teaching competencies of public elementary school teachers in the Patikul West District under the Ministry of Basic, Higher, and Technical Education (Sulu). Utilizing a purposive sample technique and a descriptive-survey approach, 100 instructors were selected for evaluation. Statistical analysis procedures, including Pearson's r, one-way ANOVA, t-test for independent samples, weighted mean, and standard deviation, were employed to assess the data. The findings revealed strong competence among teacher-respondents in essential domains such as life and career skills, reflecting a robust dedication to professional growth. However, the need for additional support and training in the information, media, and technology skills domain highlights an area that requires improvement. Notably, the study found that the demographic profile of teachers did not affect their proficiency in 21st-century teaching skills. Overall, the findings underscored the teachers' concerted efforts to integrate these skills into their pedagogical practices, which are essential for preparing students to navigate the challenges of the 21st century. Additionally, fostering a culture of collaboration and sharing best practices among educators can further enhance the integration of 21st-century skills in the classroom. Ultimately, it is crucial for teachers to stay current and adaptable in their teaching practices to meet the evolving needs of students in an increasingly digital and interconnected world.
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