21st-Century Skills and Teaching Practices among Secondary Science Teachers in Cateel, Davao Oriental

Abstract

The rapid advancement of technology and globalization has increased the demand for teachers to integrate 21st-century skills such as critical thinking, collaboration, communication, creativity, and technology use into classroom instruction. This study examined the 21st-century skills and teaching practices among secondary science teachers in Cateel, Davao Oriental. Specifically, it determined the demographic profile of teachers in terms of educational attainment, length of service, teaching position, age, and gender; assessed their level of 21st-century skills and teaching practices. A quantitative research design using a correlational approach was employed, involving 48 junior and senior high school science teachers from public and private schools in Cateel I and Cateel II Districts during the school year 2025–2026. Data were collected using adapted and validated survey instruments, and were analyzed using descriptive statistics (frequency counts, percentage, mean, standard deviation, and Pearson correlation). The findings revealed that the demographic profile respondents were mostly young (20-30 and 31-40 years old = 47.90%); early-career female teachers (72.90%); holding bachelor’s degrees (54.20%); entry-level positions (Teacher 1 = 72.90%); and teaching experience (1-5 years = 54.20%). On the other hand, respondents demonstrated a very high level of 21st-century skills (M = 4.26) and teaching practices (M = 4.53), with technology integration, collaboration, and critical thinking emerging as the strongest competencies. By and large, a significant positive relationship was found between 21st-century skills and teaching practices (r = 0.579, p < .001). These results suggested that school administrators provide continuous professional development, mentoring, and leadership training to support early-career teachers, while also encouraging them to pursue graduate education. Additionally, fostering collaboration between novice and experienced teachers can help enhance teaching effectiveness and improve student learning outcomes. Likewise, it is recommended that educational institutions and school leaders strengthen professional development programs by promoting culturally responsive teaching, technology integration, collaboration, and critical thinking, while encouraging participation in seminars, workshops, and learning communities. Above all, enhancing community linkages, stakeholder engagement, and mentoring initiatives can further support teachers in improving their 21st-century skills and overall instructional effectiveness.