Preschool Teachers: 21st Century Skills and Teaching Performance

Abstract

The main purpose of this study it to determine the preschool teachers’ 21st century skills and its relation to teachers’ performance. The participants were 94 preschool teachers and 59 school administrators from the City of Dasmarinas, Association of Private Schools members’ schools. The data were collected by using21st Century Skills, developed by ISSA (2009) and Teachers Performance Evaluation Criteria and Descriptors (2007) was modified by the researcher to suit the needs of her study. The survey was designed to measure the participants’ 21st century skills and teaching performance. The result of the study indicates that the majority of the preschool teachers are college graduate. Most of them are in the teaching profession for 0 to 10 years. It also indicated that the majority of the school administrators are masters’ degree holder. The preschool teachers are outstanding in their teaching performance as rated by the school administrators. The preschool teachers are very skillful in executing the 21st century skills in teaching. It was further determined that no significant difference between preschool teachers 21st century skills in regard to educational attainment same as with the number of years in teaching. Furthermore, the study has shown that there is no significant relationship between 21st century skills and teaching performance was established. The study recommends that the preschool teachers should be encouraged to enroll in Masteral degree programs. It also recommended that regular review of the professional development plan be undertaken to upgrade 21st century teaching learning skills of preschool teachers.