Twenty-first Century Teaching Skills and Job Satisfaction of Public Senior High School Teachers in Central Philippines

Aims: This paper assessed the teachers’ practice of 21st-century teaching skills in Central Philippines in terms of critical thinking, collaboration, communication, creativity and innovation, self-direction, making global connections, making local connections, and using technology as a tool for learning relative to age, educational attainment, teaching position, and years of teaching experience. Likewise, it determined their job satisfaction in terms of intrinsic and extrinsic factors. It also investigated the differences in their teaching skills practice and job satisfaction when grouped into demographics. Lastly, it correlated the two variables.

Study Design: The study utilized the quantitative design, particularly the descriptive-comparative and correlational approaches.

Place and Duration of Study: The study was conducted among the public senior high school teachers in Central Philippines during 2021-2022.

Methodology: Using the standardized questionnaires, the study was responded to by 242 teachers determined through stratified random sampling. For 21st-century teaching skills practice, it was assessed using the 5-point Likert scale: 5-very great extent, 4-great extent, 3-moderate extent, 2-poor extent, and 1-very poor extent. Meanwhile, job satisfaction was assessed on a scale: 4-very satisfied, 3-satisfied, 2-dissatisfied, and 1-very dissatisfied. Data analysis used mean, standard deviation, Mann Whitney, Kruskal Wallis, and Spearman rho.

Results: Generally, the 21st-century teaching skills (M=4.28, SD= 0.45) were practiced by teachers to a very great extent. The highest-rated domain was a collaboration (M=4.43, SD= 0.54) with a very great extent result, while the lowest-rated domain was on making global connections (M=4.11, SD= 0.61) with a great extent rating. Meanwhile, the teachers’ job satisfaction (M=3.24, SD= 0.44) was rated satisfied. Intrinsic factors (M=3.31, SD= 0.45) were rated very satisfied, while extrinsic factors (M=3.13, SD= 0.44) were satisfied. The findings showed no significant difference in their 21st-century teaching skills practice when grouped according to age [U=6867.5, p=0.528], educational attainment [U=4610.5, p=0.667], years of teaching experience [U=6782.0, p=0.960], and teaching position [χ2(4)=5.298, p=0.258]. On the other hand, the findings showed no significant difference in their job satisfaction when grouped according to age [U=7098.0, p=0.838], educational attainment [U=4350.5, p=0.307], years of teaching experience [U=6351.5, p=0.383], and teaching position [χ2(4) =0.755, p=0.944]. Lastly, the result showed a significant relationship between the practice of 21st-century teaching skills and job satisfaction [ρ (240) =0.450, p=0.000] of teachers.

Conclusion: The findings imply the importance of training and graduate schooling to continuously improve the teachers’ practice of 21st-century teaching skills. When these essential aspects are intact among them, the students’ quality of learning is ensured. Meanwhile, considering the intrinsic and extrinsic factors to satisfaction is also essential in ensuring the teachers’ retention in the profession.