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UCU GS Research Journal
RESPONSIVENESS TO THE CHALLENGES OF THE 21 CENTURY
ST
INSTRUCTIONAL SKILLS OF PUBLIC ELEMENTARY SCHOOL TEACHERS
GINA MARIE C. SUMERA

This study focused on the level of responsiveness to the challenges of the 21st century
skills of public elementary school teachers in the six (6) divisions of the Province of Pangasinan,
S.Y. 2015-2016.
Specifically it looked into the 1) profile of the respondents in terms of age, sex, civil
status, highest educational attainment, number of years teaching experience and the number
of relevant trainings attended; 2) level of responsiveness of teachers to challenges of the 21st
century instructional skills; 3) significant differences in the level of responsiveness of teachers
to challenges of the 21st century skills across the profile variables; 4) significant relationship
between the level of responsiveness of teachers to the 21st century skills and the profile variables.
Based on the analysis and interpretation of data, the following salient findings were
brought forth: Most of the respondent teachers belong to age bracket 31-35 ears old that is 24
or 24 percent, women, have earned their MA units, have been in the service for 11 years and
above, have attended 7 or more relevant trainings in the district level and have favorable attitude
towards teaching. The level of Responsiveness to the challenges of 21st Century skills obtained
a grand overall weighted mean of 4.62 denoting a transmuted rating of “High”.
Based on the salient findings, the following conclusions were drawn: The respondent
teachers are matured and have adequate educational qualification thereby making them
responsive to the 21st century skills. The high level of responsiveness to the challenges of
the 21st century skills by the teachers greatly influenced their instructional performance. The
profile variables highest educational attainment, civil status and number of relevant trainings
in the division are positive indicators of non-comparability of the level of responsiveness to the
challenges of the 21st century skills. The highest educational attainment and the number of
relevant trainings in the division level have a significant influence to the level of responsiveness
to the challenges of the 21st century skills.
On the basis of conclusion yielded in the study the following recommendations are
hereby forwarded. A scholarship program should be established by the Department of Education
and graduate schools in region to encourage public elementary school teachers to finish
their masteral degree and doctoral degree which ever applies. The public elementary school
teachers should exert efforts to improve their high level of responsiveness to the challenges
of the 21st century skills to make it very high. The respondent teachers should enrich their
teaching experience through in-service trainings and sustaining with more enhancement their
very positive attitudes towards teaching.
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