Self-Efficacy and Teaching Skills Perceptions of Primary School Teachers: A Predictive Study

Abstract

The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.

Twenty-first-century Skills Practices among Faculty Members at Oman College of Health Science: Covid-19 Pandemic Perspective from the Omani Students

“…With the outbreak of the global Covid-19 pandemic (Hossain et al, 2020), which imposed unparalleled challenges on traditional or direct education, many educators in educational institutions called for the adoption of an educational system that includes the life skills and knowledge necessary to deal with all these developments and challenges (Islam & Habib, 2021;Kar, 2011;Yildiz & Zingin, 2021).World Health Organization has identified essential life skills that enable individuals to successfully deal with the demands and difficulties of daily life which known as 21st century skills (Ananiadou & Claro, 2009;Prajapati et.al, 2017). In fact, 21st-century skills have been defined and classified differently based on the different perspectives of various institutions and organizations (Erol, 2021;Saleh et al, 2022;Yildiz & Zengin, 2021); that identified the required qualification and competencies needed for the staff under the name of 21st-century skills (Arslan-Cansever et. al., 2021;Binkley et al, 2012).…”