21st Century Teaching, Digital Readiness, and Motivation: Insights from Filipino High School Teachers

Abstract

Aims: This study aims to investigate the teachers' live experiences in teaching Filipino in senior high schools in Region 12. It utilizes the mixed method focusing on the explanatory sequential design to analyze the relationships between the level of teachers in the 21st century of teaching, digital readiness, and motivation in teaching Filipino among senior high school teachers. Study Design:  An explanatory sequential mixed method design was employed for this study. Place and Duration of Study: The study was conducted at the public senior high school of Region 12, using a stratified random sampling technique to select 400 teachers for the academic year 2024-2025. Methodology: 400 teachers were selected, and data was collected through e-surveys using three questionnaires. The mean, Pearson correlation coefficient (r), regression, and thematic analysis were utilized for data analysis. Purposive sampling is the method used to select participants in the qualitative design, using a guided questionnaire to gather data from In-depth interviews and focus group discussions. The 21st-century teaching and digital readiness of senior high school teachers were found to have a significant relationship with teachers' motivation in teaching Filipino. Results: It has been discovered that the teaching motivation of teachers was at the highest level while the two variables were at a high level, meaning that the respondents frequently exhibited them. The teachers' 21st-century teaching and digital readiness have a significant relationship with their motivation in teaching Filipino. Choosing the digital citizenship, dispositions, planning blended activities, and planning blended assessment in 21st-century teaching. The participation of teachers with digital tool applications, digital applications, digital media awareness, information search skills, and information sharing behavior are indicators of digital readiness. This indicates that 21st-century teaching, digital readiness, and participation of teachers play an important role in the motivation of teaching Filipino in the secondary schools of Region 12. Conclusion: The study showed a positive relationship between 21st-century teaching, digital readiness, and motivation in teaching in Filipino among senior high school teachers. The high mean scores (21st Century Teaching: 4.17; Digital Readiness: 4.08; Motivation: 4.32) and low standard deviation indicate a high level of knowledge and skills among teachers in using technology. The quantitative results revealed a significant correlation (r-value: .647, p-value: .000) between the mentioned variables, suggesting that high knowledge of digital tools leads to increased motivation in teaching. The F-value of 231.833, R-value of .734, and R² of .539 demonstrate that 21st Century Teaching and Knowledge in Digital Readiness have a 54% impact on teachers' motivation.