Teaching Practices of Public Senior High School Teachers of 21st-Century Skills In San Carlos City Division

Abstract

The integration of 21st-century skills in education emphasizes the development of learners who are critical thinkers, effective communicators, collaborative problem-solvers, and digitally literate individuals prepared for lifelong learning. This study was conducted to assess the extent of practices of teaching 21st-century skills among Senior High School teachers in District V-A, San Carlos City Division, for the School Year 2024–2025. Specifically, it sought to determine the level of implementation of 21st-century skills in the areas of learning skills, innovation skills, information and media skills, digital literacy skills, life skills, and career skills.

The study employed a descriptive research design with Senior High School teachers and school heads as respondents. A researcher-made questionnaire served as the primary data-gathering instrument, while weighted mean and t-test were used to analyze the data.

Findings revealed that both teachers and school heads perceived the extent of practices of teaching 21st-century skills as moderately practiced across all domains. Results further showed no significant difference between the perceptions of teachers and school heads, indicating a shared understanding of the implementation of 21st-century skills in instructional practices. Moreover, the problems encountered in implementing these skills were rated as moderately serious, highlighting the need for continuous professional development, improved access to resources, and stronger institutional support.

In conclusion, the teaching of 21st-century skills among Senior High School teachers in the district is generally evident but requires further enhancement. The findings of the study serve as a basis for designing an action plan aimed at strengthening instructional practices and ensuring effective integration of 21st-century skills in Senior High School classrooms.