Teacher competence and 21st century skills in transformation schools 2025 (TS25)

Abstract

The purpose of this study is to identify the relationship between teacher competence and 21st century skills. Besides, the study also examines the influence of each dimension on teacher competence that contributes to predictive factors in 21st century teachers' skills in teaching. A total of 242 secondary school teachers TS25 Cohort 1 North Zone of Peninsular Malaysia selected as study participants. The study also used quantitative approaches involving systematic random sampling. There are two instruments used in the study which are variables of teacher competence based on the Malaysian Teacher Standards by the Ministry of Education Malaysia (2009) and 21st century skills based on the 21st Century Knowledge and Skills in Teacher Educator framework by Partnership For 21st Century Skills (2010). The analysis of the study shows that there is a robust and positive relationship between professional competence and 21st century skills among teachers. The findings also predict that personal characteristics, pedagogy, professional, information and communication technology (ICT), as well as school management and development, are significant contributors to 21st century skills. The findings also show that the dimensions of teacher competence have the potential to help further develop the potential of teachers in line with 21st century learning (PAK-21) concepts. The 21st century skills are the heartbeat for teachers to improve the quality of teaching in line with current educational developments.