Intervention Model for Science Teachers Competencies and 21st Century Skills to Enhance Performance of Learners

Abstract

This study examined the interrelationships among secondary science teachers' teaching competencies, 21st-century skills, and their students' academic performance in the Schools Division of Nueva Vizcaya, Philippines, and used the findings as the basis for an intervention plan. A quantitative descriptive-correlational design was employed. From a reported population of 264 science teachers, 47 secondary science teachers were randomly selected; 10 students were then systematically selected from each participating teacher's class, yielding 470 student respondents. A three-part questionnaire assessed teacher profile, pedagogical, professional, social, and personal competencies, and the 4Cs of critical thinking, collaboration, communication, and creativity. The instrument obtained a content-validation score of 1.00 and an overall Cronbach's alpha of approximately .83. Frequency, percentage, mean, standard deviation, and Structural Equation Modeling (SEM) using AMOS were applied. Most teachers were female (70.21%), bachelor's degree holders (78.72%), and had 15 years or less of teaching experience (76.60%). Pedagogical (M = 3.25), professional (M = 3.08), and social competence (M = 3.17) were highly proficient, while personal competence based on IPCR was outstanding (M = 4.79). Critical thinking (M = 3.18), collaboration (M = 3.20), communication (M = 3.21), and creativity (M = 3.23) were highly proficient. Students' science performance was satisfactory (M = 83.36). In the final model, pedagogical competence showed an indirect effect on academic performance (.41), while critical thinking (3.76) and creativity (2.54) showed direct positive effects. The findings support professional-development interventions that strengthen pedagogy and 21st-century skills in secondary science instruction.