The 21st Century Teachers’ Qualities and Their Instructional Performance: Basis for Proposed Training Design

Maed Jose P. Bogasan and Ph.D Djoana Poja
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Maed Jose P. Bogasan : Presented to the Faculty of the Graduate Studies In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education Major in Educational Management
Ph.D Djoana Poja: Presented to the Faculty of the Graduate Studies In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education Major in Educational Management

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 451-512

Abstract: The present study explored the teachers’ 21st-century qualities for the improvement of their instructional performance. It is guided by Urie Brofenbrenner’s Ecological System Theory, Albert Bandura’s Self Efficacy Theory, George Siemans Connectivism Learning Theory and utilizes the conceptual paradigm that the researcher developed in analyzing data. And employs quantitative method to gather and analyze the data using survey questionnaire administer to one hundred sixty-three (163) respondents from Elementary Public School at East District Unit I of Division of Valenzuela City. The findings highlights that there is no significant difference between the perceptions of Teachers and Master Teachers regarding the teachers’ 21st-century qualities, and there is no significant difference between the perceptions of Teachers and Master Teachers regarding the teachers’ instructional performance. And strong and significant connections between 21st-century teacher qualities and instructional performance. And finally, this study proposed a training design on Enhancing 21st-Century Teacher Qualities for Improved Instructional Performance as an output. The training program aims to improve teachers’ instructional performance by focusing on integrating technology, fostering collaboration, and promoting leadership and creativity in the classroom. As this is an initial study, it is recommended that longitudinal studies to evaluate how the development of these qualities’ influences teacher performance over time and in diverse contexts. And pilot programs that assess the impact of teachers’ creativity, adaptability, leadership, and technology use on teachers’ instructional performance and based on the results, expand these initiatives. Strategies should be implemented to support professional development in these areas, particularly through targeted training programs that incorporate technology and innovative teaching methods to improve instructional performance. Regular workshops and ongoing professional development opportunities should be provided to help teachers keep pace with educational innovations.

Date: 2025
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