Pedagogical Performance of Teachers and 21st Century Skills of Learners

Abstract

Purpose: This study determined the relationship between the pedagogical performance of teachers and the development of 21st-century skills among elementary learners in seven public schools in Don Marcelino District, Davao Occidental. It aimed to determine the extent of teachers’ pedagogical performance, the level of learners’ 21st-century skills, and the significance of the relationship between these variables. Methods: This study employed a descriptive–correlational research design. The participants included 54 teachers from seven public elementary schools, selected through universal sampling. Data were collected using two adapted questionnaires: one measuring teachers' pedagogical performance based on the Massachusetts Model System for Educator Evaluation, and another assessing learners' 21st-century skill based on the Partnership for 21st Century Skills framework. The learners’ skills were rated by teachers based on observed classroom behaviors. Both instruments utilized a five-point Likert scale. Data were analyzed using mean, standard deviation, and Pearson product–moment correlation coefficient (r). Results: The findings revealed that teachers’ pedagogical performance was generally at a very high extent (M = 4.22, SD = 0.45), with professional culture scoring highest (M = 4.35, SD = 0.39) and family and community engagement lowest (M = 3.98, SD = 0.52). Learners’ 21st-century skills were overall moderate (M = 4.31, SD = 0.47), with life skills the highest (M = 4.44, SD = 0.43) and information, media, and technology skills the lowest (M = 4.12, SD = 0.51). Pearson r analysis indicated a statistically significant moderate positive correlation between teachers’ pedagogical performance and learners’ 21st-century skills (r = 0.68, p < 0.05), suggesting that higher teacher competence is associated with enhanced learner outcomes. Conclusions: The study concludes that teachers’ pedagogical performance is significantly associated with learners’ 21st-century skills. However, causal inferences cannot be established, and other contextual factors may contribute to the development of these skills.