Volume 07 Issue 05 May 2024
1Irene Azarcon-Sanchez, 2Liza Chua, 3Cris Saranza
1,2,3Graduate School and Professional Studies, St. Paul University-Surigao, Philippines
1Surigao del Norte National High School, Philippines
DOI : https://doi.org/10.47191/ijsshr/v7-i05-50Google Scholar Download Pdf
ABSTRACT
This study examined the 21st-century teaching skills of English language teachers (ELTs, n=117) and the observations of school heads (n=26) in the Surigao del Norte division (Philippines) for the 2023-2024 school year. Teachers' profiles and their self-perceptions in critical thinking, problem-solving, communication, creativity, digital literacy, and global awareness were assessed through surveys. Descriptive statistics and non-parametric tests were employed to analyze the data and compare perceptions between ELTs and school heads. While the findings revealed a generally strong foundation in 21st-century skills among ELTs, a specific need for targeted support in digital literacy was identified. Additionally, discrepancies were found between teachers' self-reported skills and how school heads observed them being applied in the classroom. These findings highlight the importance of triangulation in evaluating teaching effectiveness. The study proposes recommendations that focus on professional development, resource allocation, collaborative learning communities, and feedback mechanisms to create an environment that empowers ELTs to effectively integrate 21st-century skills into their classrooms, ultimately preparing students for success in today's world.
KEYWORDS:English language teaching (ELT), critical thinking, problem-solving, communication skills, collaboration skills, creativity and innovation, digital literacy, global awareness and sensitivity
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