Teachers’ Practices In Developing The 21st Century Skills Of Learners In The New Normal Education: Basis For Skills Enhancement Plan
DOI:
https://doi.org/10.11594/Keywords:
21st century, new normal education, skills enhancement plan, students' learning skills, teachers' practicesAbstract
This study assessed the strategies used by teachers in public elementary schools to develop learners’ 21st-century skills in the context of the new normal education and served as the basis for developing a skills enhancement plan for teachers. Using a descriptive research design, the study involved 134 public elementary school teachers from the Hermosa District, Schools Division of Bataan, selected through simple random sampling. Data were gathered using a self-administered survey questionnaire and examined utilizing descriptive and inferential statistical methods, such as the independent samples t-test, weighted mean, frequency counts, percentages, and analysis of variance (ANOVA).
The findings showed that while communication skills were only occasionally worked on, teachers regularly used approaches that assist students’ information, media, and technology skills, learning and innovation skills, life and career skills, and soft skills. When teachers were grouped by age, years of service, and highest level of education, significant differences in their approaches emerged. However, no significant differences were observed when teachers were grouped by sex. Based on the findings, a skills enhancement plan was formulated to address areas least practiced and further strengthen teachers’ instructional practices.
The study concluded that public elementary school teachers play a vital role in cultivating learners’ 21st-century skills despite the challenges posed by the new normal in education. Continuous professional development and the implementation of a responsive skills enhancement plan are recommended to further improve teachers’ practices and ensure the holistic development of learners.
Downloads
References
Abulencia, E. F., & Aban, C. A. (2009). Funda-mentals of Speech Communication. Ma-nila, Philippines: Rex Book Sore, Inc.
Alghamdi, A. and Al-Ghamdi, N., (2021). Ele-mentary Teachers’ Thoughts about Dis-tance Education and Learning 21st Centu-ry Skills During COVID Pandemic. Inter-national Journal of Learning, Teaching anf Educational Research. Vol. 20, No. 3. Re-trieved from: https://doi.org/10.26803/ijlter.20.3.3
Alufohai P. & Ibhafidon H. (2015). Influence of Teachers’ Age, Marital Status and Gender on Students’ Academic Achievement. Asian Journal of Educational Research, 3(4), 60-66
Aquino, A. M. (2009). Facilitating Human Learning. Manila, Philippines: Rex Book Store, Inc.
Britt, D. (2016). The Importance of Continuing Education. Retrieved from http://source.southuniversity.edu/the-importance-of-continuing-education-98201.aspx
Casal, M. (2020, August 17). The pandemic is reshaping education, here’s how the Phil-ippines is coping. Rappler. https://www.rappler.com/brandrap/tech-and-innovation/coronavirus-reshaping-distance-learning-education-philippines
Cristobal, A. P. Jr. & de la Cruz-Cristobal, M. C. (2013). Research Made Easier: A Step-by-Step Process. Quezon City, Philippines: C & E Publishing, Inc.
De Leon, T. (2020). Education in the Time of COVID-19. Business Mirror. Retrieved from: https://businessmirror.com.ph/2020/08/24/education-in-the-time-of-covid-19/
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Be-havior Research Methods, 39, 175-191. Download PDF
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. Download PDF
Gordon, M. (2009). Toward a pragmatic dis-course of constructivism: Reflections on lessons from practice. Educational Stud-ies, 45(1), pp. 39-58.
Haimson, L. (2011). How Teaching Experience Makes a Difference. Retrieved from http://parentsacrossamerica.org/how-teaching-experience-makes-a-difference/
Heinz, M. (2013) The Next Generation of Teachers: An Investigation of Second-Level Student Teachers' Backgrounds in the Republic of Ireland, Irish Educational Studies, 32:2, 139-156, DOI: 10.1080/03323315.2012.747737
Hennam-Dale, S. (2021). How has Remote Learning affected 21st Century Skills?. Cambridge University Press. Retrieved from: https://www.cambridge.org/gb/education/blog/2021/05/20/how-has-remote-learning-affected-21st-century-skills/
Hyder, H., Mahmood, Z., & Hasan, H. (2020). Soft Skills: A Research on Outdoing Aca-demics and Conquer the World. Palarch’s Journal of Archaeology of Egypt / Egyp-tology , ISSN 1567-214x
Jones, A. (2021). COVID-19 and 21st Century Learning: Four Intentional Actions to Bridge the Divide. American Consortium for Equity in Education. Retrieved from: https://www.ace-ed.org/covid-19-and-21st-century-learning-four-intentional-actions-to-bridge-the-divide/
Kataras, K. and Arpaci, I., (2020). The Role of Self-Directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contem-porary Educational Technology. ISSN: 1309-517X. Retrieved from: https://doi.org/10.30935/cedtech/10786
Latorre-Cosculluela et al. (2021). Flipped Classroom Model Before and During COVID-19 Pandemic: Using Technology to Develop 21st Century Skills. Emerald Insights. Retrieved from: https://www.emerald.com/insight/content/doi/10.1108/ITSE-08-2020-0137/full/html
Moalosi, Waitshega Tefo Smitta. (2013). Teachers’ Self Efficacy: Is reporting non-significant results essential? Journal of In-ternational Education Research – Fourth Quarter, 9 (4), 397-405.
McLeod, S. (2014). Maslow's Hierarchy of Needs. http://www.simplypsychology.org/maslow.html
McLeod, S. (2012). Bruner- Learning Theory in Education. http://www.simplypsychology.org/bruner.html
Navarro, R. L. & Santos, R. G. (2011). Research-Based Teaching and Learning. Quezon City, Philippines: Lorimar Publishing, Inc.
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul. Retrieved from: https://www.structural-learning.com/post/jean-piagets-theory-of-cognitive-development-and-active-classrooms
Picardo, J. (2016). Why Students Need a Global Awareness and Understanding of Other Culture. The Guardian News and Media Limited. Retrieved from http://www.theguardian.com/teacher-network/2012/sep/25/students-global-aware ness-other-cultures
Salandanan, G. G. (2012). Teaching and the Teacher, Revised Edition. Quezon City, Philippines: Lorimar Publishing, Inc.
Scoular, C. (2020). Analysis of 21st Century Skills Integration as applied in the Philip-pines K to 12 program. Australian Council for Educational Research. https://research.acer.edu/curriculumdevelopment/1.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved on 14.2.18 from http://www.elearnspace.org/Articles/connectivism.htm
Singh, C. K. S., Singh, T. S. S., Ja’afar, H., Tek, O. E., Kaur, H., Moastafa, N. A., & Yunus, M. (2020). Teaching Strategies to Develop Higher Order Thinking Skills in English Literature. International Journal of Inno-vation, Creativity and Change, 11(80), 211-231.
Stahl, M. (2010) Are Women More Likely to Become Teachers Than Men? Why or Why Not? Retrieved from http://www.quora.com/Are-women-more-likely-to-become-teachers-than-men-Why-or-why-not
Thomas, L. (2020). An introduction to simple random sampling. Retrieved from https://www.scribbr.com/methodology/simple-random-sampling/
Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Phil-ippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/103935/ijpdll/8311
UNESCO. (2020). Global Education Coalition: COVID-19 Education Response. Retrieved from: https://en.unesco.org/covid19/educationresponse/globalcoalition
Vygotsky, L. (1978). Mind in society. London: Harvard University Press.
Zulueta, F. M. & Perez, J. R. (2010). Methods of Research Thesis Writing and Applied Sta-tistics. Mandaluyong City, Philippines: Na-tional Book Store.
Downloads
Published
Data Availability Statement
The data supporting the findings of this study are not publicly available as the research has not yet been published. However, the data may be made available by the corresponding author upon reasonable request.
Issue
Section
Categories
License
Copyright (c) 2026 John Paul C. Solon
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
