Asian Journal of Education and Social Studies

Aims: This study aimed to investigate the relationship between the 21st-century skills of public elementary school teachers and their teaching performance. Specifically, it sought to determine the extent to which teachers practice core competencies such as effective communication, learning and innovation, information and media literacy, and life and career skills, and whether these influence their performance in key result areas.

Study Design: The study utilized a descriptive research design to provide a detailed account of the current practices and performance levels of public elementary teachers. This approach aimed to describe the existing conditions without manipulating variables. Additionally, a correlational quantitative design was employed to examine the nature and strength of the relationship between teachers’ 21st-century skills and their teaching performance. Pearson’s product-moment correlation was used to determine whether a significant association exists between these variables.

Place and Duration: The study was conducted in one district of Davao del Sur, Philippines, during the academic year, focusing on Grade 6 teachers in public elementary schools.

Methodology: Forty Grade 6 public elementary teachers were purposively selected based on inclusion criteria. Data were collected using validated survey instruments measuring 21st-century skills and teaching performance indicators aligned with the Department of Education’s RPMS framework. Statistical analysis involved computing means and applying Pearson’s product-moment correlation to test the hypothesis.

Results: Findings revealed that teachers consistently demonstrated high levels of 21st-century skills, particularly in effective communication and life and career skills, while learning and innovation and technology-related skills were less frequently practiced. Teaching performance was rated as very satisfactory across all domains. However, correlation analysis indicated no significant relationship between 21st-century skills and teaching performance, suggesting that other factors such as institutional support, professional development, and classroom context may play a more substantial role.

Conclusion: Although teachers exhibit strong 21st-century competencies, these do not significantly predict teaching performance. The results underscore the need for targeted interventions to strengthen innovation and technology integration skills and to explore additional determinants of teacher effectiveness.