Twenty-first Century Teaching Skills and Job Satisfaction of Public Senior High School Teachers in

Aims: This paper determined the teachers’ practice of 21st-century education skills in Central Philippines in conditions of critical thinking, collaboration, ideas, creativity and innovation, self-government, making global links, making local connections, and using science as a tool for education relative to age, educational accomplishment, teaching position, and years of education experience. Likewise, it driven their job satisfaction in agreements of intrinsic and extrinsic determinants. It also examined the differences in their teaching abilities practice and job vindication when grouped into demographics. Lastly, it compared the two variables.Study Design: The study utilized the determinable design, particularly the explanatory-comparative and correlational approaches.Place and Duration of Study: The study was conducted between the public senior high school assistants in Central Philippines during 2021-2022.Methodology: Using the patterned questionnaires, the study was responded to by 242 teachers driven through stratified random examination. For 21st-century teaching abilities practice, it was assessed using the 5-point Likert scale: 5-very excellent extent, 4-excellent extent, 3-moderate extent, 2-weak extent, and 1-very poor range. Meanwhile, job vindication was assessed on a scale: 4-very satisfied, 3-compensated, 2-dissatisfied, and 1-very discontented. Data analysis used mean, predictable difference, Mann Whitney, Kruskal Wallis, and Spearman rho.Results: Generally, the 21st-century teaching abilities (M=4.28, SD= 0.45) were practiced by assistants to a very great extent. The topmost-rated domain was a cooperation (M=4.43, SD= 0.54) with a very excellent extent result, while the lowest-ranked domain act making global connections (M=4.11, SD= 0.61) accompanying a great extent grade. Meanwhile, the teachers’ task satisfaction (M=3.24, SD= 0.44) was rated appeased. Intrinsic factors (M=3.31, SD= 0.45) were rated very gratified, while extrinsic determinants (M=3.13, SD= 0.44) were satisfied. The findings presented no significant distinctness in their 21st-century teaching abilities practice when grouped according to age [U=6867.5, p=0.528], instructional attainment [U=4610.5, p=0.667], age of teaching experience [U=6782.0, p=0.960], and education position [χ2(4)=5.298, p=0.258]. On the other hand, the findings showed no important difference in their task satisfaction when grouped in accordance with age [U=7098.0, p=0.838], educational accomplishment [U=4350.5, p=0.307], years of teaching occurrence [U=6351.5, p=0.383], and teaching position [χ2(4) =0.755, p=0.944]. Lastly, the result showed a meaningful relationship 'tween the practice of 21st-century teaching abilities and job satisfaction [ρ (240) =0.450, p=0.000] of lecturers.Conclusion: The findings mean the importance of training and graduate instruction to continuously better the teachers’ practice of 21st-century education skills. When these essential aspects are undamaged among bureaucracy, the students’ quality of education is ensured. Meanwhile, considering the inborn and extrinsic determinants to satisfaction is also essential in guaranteeing the teachers’ memory in the profession.

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