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| Format: | Recurso digital |
| Sprache: | Altenglisch |
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Zenodo
2026
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| Online-Zugang: | https://doi.org/10.5281/zenodo.20342995 |
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| _version_ | 1866902249774514176 |
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| author | Charisse O. Vega Jay T. Hebia |
| author_facet | Charisse O. Vega Jay T. Hebia |
| contents | <p>Despite the recognized importance of the teachers’ 21st century skills and self-efficacy, there is a gap in understanding how learners themselves assess their teachers' competencies and confidence, and how these perceptions influence academic outcomes. This study was an assessment of learners to their teachers’ 21st century skills and self-efficacy. Employing correlational and causal research designs, a modified questionnaire was conducted to 104 Grade 6 learners randomly selected from the three schools of Villanueva South District using Raosoft Calculator. Statistical analyses utilized weighted Mean, Standard Deviation, Pearson Product Moment Correlation and Multiple Linear Regression. Results revealed that learners assessed their teachers possess high 21st century skills and self-efficacy. All the 21st century skills included in this study such as collaboration, communication and critical thinking have weak to moderate significant relationship with teachers’ self-efficacy. The study concludes that proficiency in 21st century skills is a fundamental driver of teachers’ self-efficacy. Teachers may continue to engage in professional dialogues and other professional development programs and trainings to learn new techniques to better support learners.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20342995 |
| institution | Zenodo |
| language | ang |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Learners' Assessment of Teachers' 21st Century Skills and Self-Efficacy Charisse O. Vega Jay T. Hebia 21st century skills, critical thinking, learners. Assessment, self-efficacy <p>Despite the recognized importance of the teachers’ 21st century skills and self-efficacy, there is a gap in understanding how learners themselves assess their teachers' competencies and confidence, and how these perceptions influence academic outcomes. This study was an assessment of learners to their teachers’ 21st century skills and self-efficacy. Employing correlational and causal research designs, a modified questionnaire was conducted to 104 Grade 6 learners randomly selected from the three schools of Villanueva South District using Raosoft Calculator. Statistical analyses utilized weighted Mean, Standard Deviation, Pearson Product Moment Correlation and Multiple Linear Regression. Results revealed that learners assessed their teachers possess high 21st century skills and self-efficacy. All the 21st century skills included in this study such as collaboration, communication and critical thinking have weak to moderate significant relationship with teachers’ self-efficacy. The study concludes that proficiency in 21st century skills is a fundamental driver of teachers’ self-efficacy. Teachers may continue to engage in professional dialogues and other professional development programs and trainings to learn new techniques to better support learners.</p> |
| title | Learners' Assessment of Teachers' 21st Century Skills and Self-Efficacy |
| topic | 21st century skills, critical thinking, learners. Assessment, self-efficacy |
| url | https://doi.org/10.5281/zenodo.20342995 |