Honing the 21st century characteristics of lecturers in the Faculty of Education for effective job performance

Oct 15, 2026

Uploaded by Stanley

Teachers worldwide confront 21st-century education demands and must develop corresponding educator characteristics to meet today’s learners. This research evaluated the extent to which faculty members of the College of Education at Bulacan State University acquired 21st-century educator characteristics, and it proposed an enhancement program. Thirty-one faculty respondents participated during short-term classes in 2015–2016. A questionnaire measured acquisition, using quantitative analysis with frequency, percentage, and weighted mean. Results showed large extent acquisition and informed conclusions and recommendations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

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Abstract

Introduction

Research Model

Results and Discussion

African Educational Research Journal Vol. 6(3), pp. 160-164, July 2018 DOI: 10. 30918/AERJ.63.18.054 ISSN: 2354-2160 Full Length Research Paper Honing the 21st century characteristics of lecturers in the Faculty of Education for effective job performance Ruben E. Borja II College of Education, Bulacan State University, Philippines. Accepted 20 July, 2018 | ABSTRACT
Teachers all over the world are now facing the challenges of the 21st century education as they face the 21st century learners. To cope up with the demands of the 21st century education, teachers, most especially teachers in the Colleges of Education, need to possess the 21st century characteristics. This study was conducted to assess the extent of the acquisition of the different 21st century characteristics of an educator among the faculty members of the College of Education of Bulacan State University and eventually proposed an enhancement program for the teachers. The respondents of the study were the thirty-one faculty members with teaching load during the short term classes of academic year 2015-2016. Questionnaire was the principal instrument used in this study to measure extent of acquisition of the 21st century characteristics of an educator. Quantitative method of research was employed and frequency, percentage and weighted mean were the statistics used in the study. The result of the study indicates that the respondents acquired the different 21st century characteristics of an educator to the large extent. In the light of the foregoing results, conclusions and recommendations were suggested: the school as envisioned being a recognized leader of excellence in instruction the suggested enhancement/intervention program for the faculty members may be adapted to address the needs of the 21st century education; as the teachers continue to develop their potentials and skills in line with the needs of the 21st century education the school administrators also need to update themselves; and full supports from the administrators are needed most
especially in the development and construction of different needed 21st century education laboratories. Keywords: 21st century educators, acquisition, characteristics, honing. | | --- | | E-mail: borjai[i@yahoo.com](i@yahoo.com). | INTRODUCTION The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. These skills have always been important for students, though, they are particularly important in our information-based economy. To hold information-age jobs, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. The Thoughtful Learning states that the rapid changes in our world require students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful. (k12 .thoughtfullearning, 2016) . The 21st century teachers gaze accelerative to the future. This teacher needs to be aware of the different trends in technology, teaching styles, trends and issues in education and are in line with what the future may bring to education. A good 21st century teacher is aware of the career opportunities that will be in the coming years for their students, and are always advocating towards advance thinking and planning to ensure all students will not be left behind. Lastly, the 21st century educator must use teaching strategies to ensure that the focus in education is on preparing today’s children for the future of where they will live and where they will work, not for our current world (Cox, 2015) . To cope with the demands of the 21st century education, the teachers, most especially teachers in the College of Education, need to possess the 21st century characteristics. From the above postulation, this study was conducted to assess the extent of the acquisition of the 21s

FAQs

What was the study designed to assess?

The study assessed the extent to which faculty members acquired different 21st-century characteristics of an educator and proposed an enhancement program for teachers.

Who participated in the research and when was it conducted?

The respondents were 31 faculty members of the College of Education at Bulacan State University, and the study was conducted during the short-term period (June–July) of academic year 2015–2016.

What tools and statistics were used in the study?

A questionnaire was the principal instrument. Quantitative analysis used frequency, percentage, and weighted mean to determine the extent of acquisition.

Oct 15, 2026

Uploaded by Stanley