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Advances in Social Sciences Research Journal – Vol.7, No.9

Publication Date: September 25, 2020

DOI:10.14738/assrj.79.8967.

Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In

Implementing 21st Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.

Senior High School Teachers’ Readiness In Implementing 21st

Century Learning: An Input To School Improvement Plan

Lerma P. Buenvinida

College of Teacher Education

Maria Teresa M. Rodriguez

College of Teacher Education

Sherwin B. Sapin

College of Computer Studies

Nilda S. Alforja

College of Fisheries Laguna State Polytechnic University,

Los Banos, Laguna, Philippines

Francisco P. Panopio

Bitin Integrated National High School,

Bay, Laguna, Philippines

ABSTRACT

This study aimed to identify the level of teachers’ readiness in

implementing the 21st century learning; determine the relationship

between teachers’ demographic profile and level of understanding 21st

century learning; determine the difference between Bay and Los Baños

districts teachers’ readiness; and design a training program for

teachers. The respondents were the regular/permanent senior high

school teachers of the Department of Education in the said districts,

School Year 2019-2020. The teacher-respondents were from three and

six public senior high schools from Bay and Los Baños, Laguna,

respectively; adopted questionnaire and used simple random sampling

technique. Findings, reveal that the level of teachers’ readiness was high

but they still need professional development in order to: increase the

knowledge about 21st century learning; assessment of students, use

technology as a tool in teaching; and have advanced training on different

strategies in handling 21st century students. The teachers’ profiles such

as sex, age, teaching position, years in service and educational

attainment influenced the level of teachers’ understanding in

implementing the 21st century learning; while there is no difference on

teachers’ level of readiness between the Bay and Los Baños districts.

Hence, a comprehensive training program is recommended to enhance

teachers’ professional and technical skills.

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URL: http://dx.doi.org/10.14738/assrj.79.8967 43

Buenvinida, L. P., Rodriguez, M. T. M., Sapin, S. B., Alforja, N. S. & Panopio, F. P. (2020). Senior High School Teachers’ Readiness In Implementing 21st

Century Learning: An Input To School Improvement Plan. Advances in Social Sciences Research Journal, 7(9) 42-51.

Keywords: 21st century learning, teachers’ readiness, advanced training,

strategies, 21st century Learning

INTRODUCTION

At present, the nature of teaching is changing as current lecturers are required to provide their

students with 21st Century Skills (CS). This 21st century education entails more than merely

teaching through lecture and discussion. There are issues whether current lecturers are able to

grasp with the fast pace of technological advancement and to impart that skills to their students.

Furthermore, despite having excellent academic performance, employers from various industries

are concerned that fresh graduates lack the adaptability, multitasking, decision-making and

problem-solving skills in the workplace [1].

The Philippines’ Department of Education (DepEd) through the implementation of the Basic

Education Sector Reform Agenda (BESRA) is pursuing a package of policy reforms to further

improve education. One of its reforms is the K-12 Program which has opened the way to the

mandated 21st Century Skills. These include Learning and Innovation; Information, Media and

Technology; and Life and Career Skills. One of its progress indicators is the use of the National

Competency-Based Teacher Standards (NCBTS) for assessing teachers’ job performance through

the self-assessment tool named as Teachers Strengths and Needs Assessment (TSNA).

In an attempt to inculcate every learner with 21st CS, most teachers face great challenges because

there are many 21st CS to be instilled in limited teaching hours [2]. Furthermore, it was noted that

many teachers presently apply the conventional method.

Since a teacher in the 21st century era goes beyond work in the classroom, it is necessary to

understand the multiple contexts of teaching/player in education as well as the diverse roles of a

teacher. It also requires ongoing professional learning activities including further studies and

training, participation in professional development programs, and engagement in professional

school-based learning communities in the higher education institution.

Readiness is thought to be a critical forerunner to successful implementation of the educational

reform because the stakeholders are the ones acting on it. When readiness is high, stakeholders are

more invested in the change effort, expend greater effort in the change process, and exhibit greater

persistence in the face of obstacles or setbacks which contribute to a successful implementation of

the new program [3]. Readiness to any changes in the educational system has enduring, situation- specific, and conditional components. It is the extent to which a person or a group is conditioned to

accept, embrace, and adopt the reform [4].

The need [5] in educating learners to produce high quality generation with the capability to deal

with 21st century globalization has become a very important agenda nowadays. Curriculum

reformation encompasses all aspects of skills and competencies that can fulfill the needs of 21st

century education where K-12 curriculum was implemented in the Philippines since SY 2012-2013.

The 21st Century Skill [6] is a global framework and one of the essential core elements of the K-12

Basic Education Program of the Department of Education. It calls for the holistic development of

learners in the fast-changing 21st century world. The framework formulated by the Partnership for

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 9, September-2020

21st CS includes Learning and Innovation Skills; Information, Media and Technology Skills; and Life

and Career Skills.

In a study on science teacher readiness [7], it was emphasized that in order to cultivate the 21st CS,

there should be active learning opportunities, practice and evidence of student learning. This also

includes modern and innovative ways of assessment in the 21st Century. it noted that to prepare

students for 21st century life, educators can build on educational goals that have been long a part

of a global heritage. Furthermore, Corpuz & Salandanan (2012) emphasized that in order to remain

relevant and interesting the teacher must possess 21st CS. Accordingly, the way teachers implement

teaching process affects the outcomes of 21st learning [8].

Moreover, teachers are supposed to have a great capability in planning and implementing teaching

and learning that fulfill the needs of immersing 21st century learning skills through effective,

interesting and interactive pedagogy practice. In addition, learning can be carried out in meaningful

ways through learning by implementing an approach where learners are stimulated to think and

build understanding meaningfully (Ariffin & Yunus, 2017).

The Los Baños College of Fisheries (LBCF), formerly a CHED supervised institution, started offering

its undergraduate programs since 1985. The prospect of offering more undergraduate programs

became extensive and positive when LBCF was converted to a state university, now known as

Laguna State Polytechnic University (LSPU). Since then, the university had attracted more students

for the baccalaureate degrees. LSPU became one of the top choice schools for the education of the

residents of Los Baños and nearby towns and cities.

Hence, this study was conducted to: identify the level of teachers’ readiness in implementing the

21st century learning; determine the relationship between teachers’ demographic profile and level

of understanding 21st century learning; determine the difference between Bay and Los Baños

districts teachers’ readiness in implementing the 21st century learning; and design a training

program for teachers

MATERIALS AND METHODS

This study employed the descriptive-correlational research design. Correlational statistics

described and measured the degree or association (or relationship) between two or more variables

or sets of scores [9]. The data consisted of the personal profile of the respondents. The respondents

of the study were the regular/permanent senior high school teachers of the Department of

Education in Bay and Los Baños districts for School Year 2019-2020.

The teacher-respondents were from three and six public senior high schools from Bay and Los

Baños, Laguna, respectively. Hence, this study make use of simple random sampling technique with

88% response rate. The collection of data was conducted before the lockdown of schools due to the

onset of COVID 19.

The survey questionnaire used in this study was adopted and modified [10]. It is accomplished by

the teacher-respondents, and it consisted of the following two main parts: Part I, focused on the

Personal Profile and Part II, focused on the teachers’ readiness in implementing 21st century

learning.