Evaluating 21st-Century Skills in English Language Teaching (ELT) in Surigao Del Norte, Philippines: A Needs Assessment for Teachers Development

Abstract

This study examined the 21st-century teaching skills of English language teachers (ELTs, n=117) and the observations of school heads (n=26) in the Surigao del Norte division (Philippines) for the 2023-2024 school year. Teachers' profiles and their self-perceptions in critical thinking, problem-solving, communication, creativity, digital literacy, and global awareness were assessed through surveys. Descriptive statistics and non-parametric tests were employed to analyze the data and compare perceptions between ELTs and school heads. While the findings revealed a generally strong foundation in 21st-century skills among ELTs, a specific need for targeted support in digital literacy was identified. Additionally, discrepancies were found between teachers' self-reported skills and how school heads observed them being applied in the classroom. These findings highlight the importance of triangulation in evaluating teaching effectiveness. The study proposes recommendations that focus on professional development, resource allocation, collaborative learning communities, and feedback mechanisms to create an environment that empowers ELTs to effectively integrate 21st-century skills into their classrooms, ultimately preparing students for success in today's world.