Educators’ 21st-century skills and teaching performance at public secondary schools

International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2026 Volume 14 Issue 3

Available Online: 5 May 2026

Author/s:

Macaraeg, Jennefer P.*
Divine Word College of San Jose, Philippines (jennefer.macaraeg@deped.gov.ph)

Gante Jr., Luis I.
Divine Word College of San Jose, Philippines (luisgantejr@gmail.com)

Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)

Abstract:

This study examined the relationship between educators’ 21st-century skills and teaching performance at San Jose National Agricultural and Industrial High School. Specifically, it assessed teachers’ levels of creativity and innovation, information, media, and technology skills, collaboration, and critical thinking. It evaluated how these skills relate to performance ratings based on the Individual Performance Commitment and Review Form (IPCRF). An exploratory sequential design was employed, with 96 teacher-respondents participating in the study. Data were analyzed using weighted means, structural path analysis, and effect size measurements. Findings revealed that teachers generally demonstrated a very high level of 21st-century skills, with collaboration and critical thinking receiving the highest ratings. Teaching performance was predominantly rated as Outstanding, indicating strong professional competence. Structural analysis showed a statistically significant but negative relationship between creativity and innovation and teaching performance, while the effect of critical thinking on performance was not statistically significant. These results suggest that the IPCRF may primarily reward procedural compliance and routine instructional practices rather than innovative or higher-order teaching skills. The study concludes that although teachers possess the necessary 21st-century skills for modern education, current evaluation frameworks may not fully capture or reward these competencies. It is recommended that professional development programs and performance assessment tools be refined to recognize better and support innovative and reflective teaching practices.

Keywords: educators’21st century skills, academic performance, individual performance, Commitment and Review Form (IPCRF), teachers’ performance, teacher professional development

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DOI: https://doi.org/10.5861/ijrsm.2026.26512

Cite this article:
Macaraeg, J. P., Gante Jr., L. I., & Galay-Limos, J. A. (2026). Educators’ 21st-century skills and teaching performance at public secondary schools. International Journal of Research Studies in Management, 14(3), 211-226. https://doi.org/10.5861/ijrsm.2026.26512

* Corresponding Author