Pedagogical Performance of Teachers and 21st Century Skills of Learners
Lester Gene V. Arevalo
*
Davao del Sur State College, Brgy. Matti, Digos City, Davao del Sur, 8002, Philippines.
Luz B. Uyanguren
Davao del Sur State College, Brgy. Matti, Digos City, Davao del Sur, 8002, Philippines.
Cris John T. Gravador
Davao del Sur State College, Brgy. Matti, Digos City, Davao del Sur, 8002, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Purpose: This study determined the relationship between the pedagogical performance of teachers and the development of 21st-century skills among elementary learners in seven public schools in Don Marcelino District, Davao Occidental. It aimed to determine the extent of teachers’ pedagogical performance, the level of learners’ 21st-century skills, and the significance of the relationship between these variables.
Methods: This study employed a descriptive–correlational research design. The participants included 54 teachers from seven public elementary schools, selected through universal sampling. Data were collected using two adapted questionnaires: one measuring teachers' pedagogical performance based on the Massachusetts Model System for Educator Evaluation, and another assessing learners' 21st-century skill based on the Partnership for 21st Century Skills framework. The learners’ skills were rated by teachers based on observed classroom behaviors. Both instruments utilized a five-point Likert scale. Data were analyzed using mean, standard deviation, and Pearson product–moment correlation coefficient (r).
Results: The findings revealed that teachers’ pedagogical performance was generally at a very high extent (M = 4.22, SD = 0.45), with professional culture scoring highest (M = 4.35, SD = 0.39) and family and community engagement lowest (M = 3.98, SD = 0.52). Learners’ 21st-century skills were overall moderate (M = 4.31, SD = 0.47), with life skills the highest (M = 4.44, SD = 0.43) and information, media, and technology skills the lowest (M = 4.12, SD = 0.51). Pearson r analysis indicated a statistically significant moderate positive correlation between teachers’ pedagogical performance and learners’ 21st-century skills (r = 0.68, p < 0.05), suggesting that higher teacher competence is associated with enhanced learner outcomes.
Conclusions: The study concludes that teachers’ pedagogical performance is significantly associated with learners’ 21st-century skills. However, causal inferences cannot be established, and other contextual factors may contribute to the development of these skills.
Keywords: Pedagogical performance, 21st-century skills, elementary education, teacher effectiveness, learner outcomes.