CHAPTER 1

The Problem and Its Setting

Changing social life and educational environment significantly affect the

determination of teacher skills. In addition to pedagogical expectations, the

intense feeling of the effect of technology on the learning environment has made

it important for the educators to closely follow the technology and related

changes. In the 21st century, when it comes to the skills that a teacher should

acquire, critical thinking, problem solving, communication, cooperation, creativity,

leadership are among the first-ranked skills, while some concepts such as

effective guidance, character development and professional ethics come to the

fore (Telli, 2021). Unfortunately, 21st century skills of teachers need to be

strengthened.

On current trends, the International Commission on Financing Education

Opportunity reported in 2016 that, a far larger number—825 million young people

—will not have the basic literacy, numeracy, and digital skills to compete for the

jobs of 2030 (UNESCO, 2016). Among global education’s most urgent

challenges is a severe lack of trained teachers, particularly female teachers. In

fact, in sub-Saharan Africa, an additional 9 million trained teachers are needed

by 2030. Society is changing at an alarmingly accelerating pace but schools

remain lethargically stuck with structures that took place in the 19th century. Many

of these countries are struggling to change their pedagogical practices

mainly because of politico-social beliefs and lack of resources. Schools teach

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obsolete skills that are not needed in the digital era (Malik, 2018).

The Philippine educational system has experienced the same dilemma.

Philippines has one of the lowest budget allocations to education amongst

ASEAN countries. The Department of Education faces corruption allegations,

with a lack of transparency in how funds are allocated. Insufficient classrooms,

internet connectivity and teachers limit opportunities for student learning. The

graduates lack important work-ready skills (e.g. critical thinking and innovation)

as a result of rote-learning, reinforced by the type of assessments conducted

(e.g. graded recitations and examinations). Also, teachers are exposed to overly

theoretical trainings (Gopinathan, 2019).

In the Division of Davao del Sur, the researcher observed that teachers

are not that exposed to relevant trainings for the attainment of the 21 st century

skills teaching and learning. If there are offered trainings, most of them are too

tired and preoccupied of other overwhelming tasks. They could not fully practice

the learning acquired from trainings due to their demanding profession.

Unfortunately, no studies had been conducted that aimed to explore the status of

teachers 21st century skills. Also, no studies had been conducted that

investigated the connection of instructional leadership of school heads and 21 st

century skills of teachers.

Given these situations, the researcher aimed to further investigate the

extent of instructional leadership of school heads and 21st century skills of

teachers specifically in Davao del Sur Division. Furthermore, it aimed to explore

the correlation of the two variables. In this academic endeavor, the researcher
 3

intended to shed light regarding instructional leadership of school heads and 21 st

century skills of teachers. This undertaking also hoped to provide insights to the

policy makers in crafting policies, programs, interventions, projects, activities that

would motivate school leaders to showcase their instructional leadership which

would lead to the improvement of teachers’ 21st century skills.

Review of Significant Literature

The related literature and studies of this study provide inputs about

instructional leadership of school heads and 21 st century skills of teachers. The

independent variable is instructional leadership of school heads. It has seven

indicators, namely: instructional resource provider, maintain visible presence,

professional development, maximize instructional time, monitoring students’

progress, feedback on teaching and learning, and curriculum implementation

(Akram et al., 2016). Meanwhile, the dependent variable is the 21 st century skills

of teachers. It has three indicators, namely: learning and innovation skills,

information, media and technology skills, and life and career skills (Partnership

for 21st Century Skills 2002).

Instructional Leadership of School Head

Instructional leadership is an educational leadership that focuses on the

core responsibility of a school, namely teaching and learning, by defining

the school vision, mission and goals, managing the instructional programme

and promoting the school climate. The role of an instructional leader differs from

that of a traditional school administrator in a number of meaningful ways:

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whereas the conventional head of school spends majority of his/her time dealing

strictly with administrative duties, the head of school who is an instructional

leader is charged with redefining his/her role to become the primary learner

in a community striving for excellence in education. As such, it becomes the

head of school’s responsibility to work with teachers to manage the

instructional programme. Instructional leaders know what is happening in

the classrooms and develop the capacities of their staff by building on their

strengths and reducing their weaknesses (Manaseh, 2016).

The leader of a school has a high level of responsibility to students,

teachers, parents, and the community. Classroom teachers need a leader who

will be supportive, motivating, and knowledgeable. A well-rounded principal will

have a varied style of leadership that will draw on many different leadership

models. One model, instructional leadership, is a pathway for setting and

communicating a clear vision and goals for teachers and students, and

supporting teachers through coaching, mentoring and professional development.

When a principal is an instructional leader, there are positive outcomes in student

achievement (Hansen & Làrudsóttir, 2015). Strong instructional leaders can

therefore have a positive effect on student outcomes and learning in their

schools.

The goal of the instructional leadership model is to promote student

learning (Carraway & Young, 2014; duPlessis, 2013). In order to promote student

learning, principals who enact instructional leadership will have a clear vision for

their school and will communicate this vision to their staff. Additionally, principals
 5

who are instructional leaders support teachers to improve their practice by giving

them access to the resources that they require, coaching and mentoring them,

and providing professional development opportunities, both formal and informal.

Instructional leaders act as an instructional resource to support teachers in

order to improve their teaching practice. Instructional leadership does not come

without challenges, and principals reported that they do not have enough time

and knowledge to be effective instructional leaders or that they are

uncomfortable commenting on teachers’ classroom practices (Salo, Nyland, &

Stjernstrøm, 2014). Principals who use these tenets of instructional leadership

have increased potential to improve teaching and learning in the school (Brolund,

2016).

Developing and communicating a clear vision about the direction of the

school is one of the critical tasks of an instructional leader. Principals are

required to build a vision for improving student achievement, and they expect that

teachers will accept the vision and apply it consistently in their classrooms

(duPlessis, 2013). Establishing a vision and setting goals will

help to steer the school toward higher student achievement.

When principals establish goals for the school and communicate these goals to

the staff, teachers will work together for a common cause (Brolund, 2016).

For example, principals in Greece do not usually discuss goals and visions

for the school with their staff; however, in high performing schools, principals see

themselves as visionaries and discuss goals with the teachers (Kaparou & Bush,

2015). Despite the traditional exam-based Greek system, having a clear vision
 6

motivates the teachers to create an environment in which students enjoy learning

(Kaparou & Bush, 2015). Communicating the vision and goals to the staff helps

to inspire trust, spark motivation, and empower teachers and students to do their

very best (Four Instructional Leadership Skills, 2015). In order to improve student

learning, an instructional leader will have a vision for the school and will

communicate it clearly to his/her staff.

Globally, scholars agree that instructional leadership (IL) is one of the

most useful tools for creating an effective teaching and learning environment

(Hallinger & Walker, 2014). In Tanzania, for example, the Ministry of Education

and Vocational Training (MoEVT) (2011) through the secondary education

development programme II document, stipulated that, among other duties, heads

of secondary schools would be responsible for supervising the teaching

programme, ensuring high quality teaching and learning, effective use of time for

the entire school day and a conducive teaching and learning environment.

The major tasks of the school principal as instructional leader include:

determining objective, programme coordination, being didactic leader, organizing

enrichment programs, undertaking evaluation and examinations, taking remedial

steps, and creating conducive school climate. Similarly, Taole (2013) stated

instructional leaders’ role as setting clear goals, allocating resources to

instruction, managing the curriculum, monitoring lesson plans and evaluating

teachers. In an effort to achieve these functions school principals need to have

the theoretical knowledge, skill and adequate experiences and various trainings

on school leadership and management (Geleta, 2015).

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In this study, the independent variable is the instructional leadership of

school heads. This includes instructional resource provider, maintain visible

presence, professional development, maximize instructional time, monitoring

students’ progress, feedback on teaching and learning, and curriculum

implementation (Akram et al., 2016).

Instructional resource provider. Principals assume a proactive role in

supporting teachers' instructional efforts. They communicate directly and

frequently with teachers about instruction and student needs. An example of

frequent interaction with teachers is principals making a "conscious effort to

interact in a positive manner with every teacher on a daily basis". Teachers

address students' basic needs when they provide pencils and paper to students.

Likewise, principals provide a service to teachers' basic instructional needs by

allocating resources and materials. When instructional leaders know what is

happening in classrooms, they are better able and willing to provide resources

and materials that support teachers' instructional efforts (American Institutes for

Research, 2021).

Principals provide a service to teachers’ fundamental instructional needs

by delivering resources and materials. Principal coordinates stakeholders in

achieving the school’s vision and objectives and serves as an intermediary of

assets such as materials (library, laboratory, and newspapers), and time and

support to enable the school and its personnel to most effectively meet academic

objectives. The instructional resources would comprise of giving the staff

chances to share thoughts through staff improvement sessions, professional

 8

debates and discussions, and admitting teachers’ qualities and weakness. It is

the responsibility of instructional leader to furnish teachers with essential

equipment and professional development for the effective execution of their

careers which significantly correlated with student achievement. Suitable

materials for the educational curriculum program and their skillful implementation

become possible through administration of effective instructional plans to support

the effective curriculum instructionally (Akram et al., 2017).

Instructional leadership as critical to the development and maintenance of

effective schools. He posited that instructional leaders must influence others to

adjoin appropriate instructional practices with best knowledge of subject matter.

Such focus should always be on effective teaching. The role of the principal is to

supply the teachers with resources and incentives to keep their focus on the

students. Improving poor performance or maintaining excellent ones is the major

task of an instructional leader. The principal have to employ and manifest

characteristic which will help them achieve their intended objectives. The

type of leadership style he/she uses matters immense (Ojera et al., 2015).

Maintain visible presence. A school leader’s visibility is the act of being

seen by the school’s stakeholders while gauging the temperature of the school’s

culture. A school leader must be seen by the students, teachers, and parents. A

principal’s consistent routine of high visibility provides a feeling among the school

stakeholders of reliability from their leader. When a school leader engages

authentically with teachers, students, and parents while being visible, the visibility

becomes meaningful within the school culture. The visibility for a school principal
 9

is a crucial element within their job responsibilities. The level of visibility should

be prominent, consistent, and authentic. Visibility is important and vital for an

effective school administrator. The amount of visibility and manner in which

visibility is used determines the level of importance for a school administrator

(Snoke, 2020).

The principal is physically visible in all aspects of the school. This

dimension is consistent with maintaining visible presence to supervise and

evaluate instructions. Directing and assessing guideline is characterized as

exercises that include connection between the principal and school staff and

students with respect to classroom enhancement. Successful instructional

leaders need to make an obvious appearance which included concentrating on

learning targets, displaying practices of learning, and outlining programs and

exercises on guideline, and as an instructional leader, more than a

half day spent concentrating on these destinations. Being a visible principal as

one of critical qualities in the life of a school which is regularly ignored (Akram et

al., 2017).

A principal who is often seen in the school premises promotes stability,

calmness and sustainability. It is easy to respond to the needs of the

stakeholders when the school head is around. A visible school head may do the

following: take the first two hours in the morning to roam around and be aware of

what’s going on in the school; check and monitor who among the teachers are

having or not having classes or who are out; inspect common toilets, water

supply, electric lamps, presence of intruders; communicate with parents and

 10

some learners and monitor if there are learners staying outside during class

hours. In case the school head is out for official business or for other legal

reasons, it is imperative for him/her to designate an Officer-in-Charge. Such a

designation should include a defined terms of reference pertaining to its scope

and limitations. This will ensure continuous operation of the school (Macadatar,

2020).

Professional development. Professional development is directly linked to

the satisfaction of employee in a way that employees feel value from their

supervisors and organization as their goals are being focused and achieved, they

get recognition because along with their own goals organizational goals are also

being satisfied (Shikokoti, 2021). Hence, principal offers and advances

professional development chances to enhance teachers’ instructional skills. An

effective instructional leader is a person who organizes staffs’ development

conferences, observation, and supervision process of staff. The school principal

exhibits a high level of joint effort with school staff, creates continuous visits to

classrooms, and provides regular criticism (Akram et al., 2017).

The support that principal’s offer as well as their participation in the

professional learning of staff produces the largest effect on the learning

achievement of students. The principal has numerous ways of offering support to

instructors as they advance tutoring and learning. Principals can set up and

provide or inform teachers of relevant possibilities for staff development. The

principal can also encourage staff improvement that is closely related to the

school’s goals. Effective professional development permits educators to expand

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the knowledge and skills needed to address areas in students’ learning that are

demanding (Mwihaki et al., 2019).

Maximize instructional time. Instructional time incorporates

increasing/protecting time scheduled for purposes of instruction,

examinations/testing guidelines, and other student activities where direct

student–teacher communication and supervision are maintained. It can be

determined as the time spent by principals working directly with teachers and

students to accomplish teaching and learning (Grissom & Loeb, 2011).

For protecting instructional time and time allocation for instructions,

it is suggested to set up a prize framework for good participation, appropriate

obligation with staff in advising parents about irregular class attendance, to hold

staff meeting to talk about regular issues in instructional organizing and offer

arrangements, protect classroom instructional time from disturbance, demand

supervision plan, anticipate time that teachers will begin and end classes on

time, utilize the full distributed time for direction, and visit classrooms to watch

staff and students (Akram et al., 2017).

Monitoring students’ progress. Effective monitoring relies upon a

comprehensive, formative feedback system that provides timely feedback on

student performance to staff at any given school. Principals are key participants

in transforming schools in ways that improve student outcomes. The effective

schools research underscored the importance of a strong instructional leader as

an essential correlate for success. To be effective, an instructional leader must

be knowledgeable about core pedagogical practices and curriculum as well as

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student needs. They also must know how to develop effective collaborative

practices amongst teachers so learning and effective practices can be

established across departments (Omogbehin, 2013).

Activities received by principals monitor student learning for purposes of

making instructional decisions and providing feedback to students on their

progress and learning achievements. Good school principals provide teachers

and parents with assessment results on an ongoing basis. General student

supervision is likewise among the key obligations of the instructional leader

(Yunas & Iqbal, 2013). It mostly includes teachers in understanding different

matters giving them the grade they deserve (Nawab, 2011). Principals who

demonstrate strong instructional leadership sets priority on regular classroom

inspection, clear evaluation criteria, feedback on teaching learning which utilized

to help staff and students to increase their performance, and frequently monitor

students’ improvements toward school outcomes and teacher effectiveness in

obtaining learning objectives (Hallinger, 2011).

Feedback on teaching and learning. Principal practices include being

observable throughout the school, providing praise and feedback to teachers

about classroom and professional growth activities, presenting praise and

feedback to students about classroom act or behaviors, and making sure of

uninterrupted instructional time. This factor in model of instructional leadership

has suggested to the input on the education and learning process as

facilitative principalship. It assumes that the head of the school can be regarded

as instructional leader and as one of the encouraging sources for effective

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educating and learning. Locating of instructional needs through talking about

instructional issues, inspecting classroom learning process and giving criticism

on his/her perceptions as a method for giving and empowering best

instructional activities, and giving and supporting change through public and

private praise are among the factors that must be taken into account (Akram et

al., 2017).

One of the key roles of principals and assistant principals is to provide

feedback to teachers, which they usually do through classroom observations and

individual conferences. To provide feedback on teachers’ work, school leaders

can look at the assessments they give in addition to observing how they teach.

To be strategic, administrators should focus their feedback on common

assessments, both formative and summative. School administrators should focus

their feedback on these strategic assessments to be strategic themselves (Miller,

2021).

Curriculum implementation. The principal maintains an environment that

promotes effective functioning of instructional content, arrangement,

interventions, management, and monitoring in the classroom, and it is important

that the principal needs to know why, how, and when to do things. The real part

of the instructional principal incorporates a strong educational learning action,

scope of syllabus in time, and a sharp supervision. Possibly, this is conceivable

just when the instructional principal has sufficient learning, aptitudes, and expert

excitement (Yunas & Iqbal, 2013).

The role of a principal is multidimensional and includes management of

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academics, provision of conducive ambient and environment for successful

promotion of teaching–learning process, maintaining proper discipline, and

implementation of curriculum. The implementation of curriculum is one of the

basic and fundamental responsibility of principals. The overall tasks and jobs

performed by principals come under the umbrella of this task. If the principals

provide quality materials to leaners, and conducive environment for teaching–

learning process but fails to implement the curriculum effectively, then the school

objectives will not be achieved. It is the major responsibility of the principals to

develop certain achieving vision and mission for implementing the curriculum in a

limited time frame by taking consent from the stakeholders (Ullah, 2020).

21st Century Skills of Teachers

In this fast changing world, the education plays a major role in

empowering students to engage with challenges. The 21st century is rapidly

changing one in every dimension of human economically, socially,

technologically due to the rapid changes complex problems are faced by

educationists, policy makers, managers and teachers as well. Teachers of 21st

century have to create students of 21st century with soft skills. The 21st century

teachers need teaching skills content mastery as well as integrating teaching with

technology. The teacher development programs are much important. The impact

of good teaching is increasingly cited as a major determinant of economic well-

being of society (Jan, 2017).

Scott (2015) defined ‘21st Century Skills’ as ‘the knowledge, skills and

attitudes necessary to be competitive in the twenty-first century workforce,

 15

participate appropriately in an increasingly diverse society, use new technologies

and cope with rapidly changing workplaces’. Scott provided a summary of

‘essential competencies and skills for 21st century learning’ by analyzing several

21st Century Skills frameworks, a number of which work to synthesize the broad

range of skills and attributes. Meanwhile, Chalkiadaki (2018) defined 21st

Century Skills as encompassing a broad range of skill sets and professional

attributes, including: creativity, divergent thinking, critical thinking, team working

(especially in heterogeneous groups), work autonomy, developed cognitive and

interpersonal skills, social and civic competences, responsible national and

global citizenship, consciousness of interdependence, acceptance and

understanding of diversity, recognition and development of personal attributes,

interactive use of tools, communication in mother tongue and foreign languages,

mathematical and science competence, digital competence, sense of initiative

and entrepreneurship, accountability, leadership, cultural awareness and

expression, physical well-being.

The need in educating pupils to produce high quality generation with the

capability to deal with 21st century globalization has become a very important

agenda nowadays. Teachers play the main role in determining the outcomes of

21st century learning. Teachers’ perception and understanding towards an

innovation in education influence their action, decision and practice in classroom.

Teachers are the main factor that contributes to pupils’ performance in

mastering 21st century skills which consist of 4C’s: creativity, communication,

collaboration, and critical thinking skills (Rusdin, 2018).

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Teachers play the main role in integrating technology in classroom routine

(Langworthy, 2013; Amran & Rosli, 2017). Integrating information technology and

media and make it relevant with pedagogy and teaching techniques play

important parts in assisting and support 21st century learning progress among

pupils (Rahim & Abdullah, 2017). Integration of technology offers opportunities

for pupils to master 21st century skills like information skills, collaboration and

self-access learning (Walser, 2008; Amran & Rosli, 2017).

The process of planning and implementing 21st century learning should

base on four main principles: pupil-centered learning; collaborative learning;

contextual learning; and integrating with community. Teachers’ perceptions

toward 21st century pedagogy practice should be nourished with creativity

thinking, innovative thinking, critical thinking, emphasize on problem solving and

ability in decision making (Osman & Basar, 2016).

The 21st century skills of teachers is the dependent variable of the study. It

has three indicators, namely: learning and innovation skills, information, media

and technology skills, and life and career skills (Partnership for 21 st Century Skills

2002).

Learning and innovation skills. Strategies educators can implement to

facilitate 21st century learning and innovation skills in classrooms: collaboration,

communication, creativity, and critical thinking. One challenge educators

currently face with implementing these skills in the classroom is being required to

move to online learning or other learning formats as safety and

health remain a top priority during the pandemic. This has caused teachers to
 17

reinvent the way they teach their students to communicate, work with one

another, and display critical thinking and creativity skills. Many educators are

reinventing teaching in schools without an increase in resources and guidance

from the state or federal levels (Sodurland, 2020).

Schools across the US continuously improve the effectiveness in teaching

and measuring 21st century skills. The demand for implementing learning and

innovation skills exists for teachers across the country, but there is a lack of

understanding on how to effectively implement such skills. Effective

implementation of these skills in schools help individuals, communities, and the

country as a whole succeed in creating an altruistic society (Kim & Seidman,

2019).

The learning and innovation sector can be broken down into four

categories, referred to by educators as the “Four C’s.” The Four C’s are

collaboration, communication, creativity, and critical thinking. Collaboration is

defined as students working with one another towards a common goal.

Communication is defined as exchanging explicit and implicit messages.

Creativity involves discovering a range of strategies to contemplate the same

problem. Critical thinking is “a way of approaching and solving problems based

on arguments that are persuasive, logical, and rational” (Florea & Hurjuri, 2015).

These skills are especially necessary to implement in schools because they are

critical for all career paths and finding successful livelihood.

It is necessary to actively implement the learning and innovation skills.

Collaborating with others does not come naturally to most students (Kuhn, 2015).
 18

Collaboration is successfully incorporated in learning experiences through

teacher collaboration, interactive modeling and specific grouping. It also helps

increase confidence in learners. Communication can be taught through

storytelling and emotion and ensuring there is a plethora of opportunities

available for students to communicate with one another. Having students reflect

on their communication opportunities and skills is also beneficial to increasing the

effectiveness of this learning skill. Creativity is effectively immersed in

classrooms when curriculum. Play is encouraged, and a creative climate is

established. The fourth learning skill, critical thinking, is successfully implemented

when teachers utilize service learning opportunities, have a welcoming

classroom environment, and challenge learners to critically think at

developmentally appropriate levels (Sodurland, 2020).

Information, media and technology skills. The penetration of technology in

every aspect of modern society has affected social life as well as schools.

Technology skills have become an important life skill over time. Lack of access to

information and communication technologies poses a barrier to social integration

and personal development. It is stated that technology integration in schools has

the potential to increase students' cognitive, affective and behavioral learning

goals. It is expected that students who have access to technology in schools will

be trained as creative and problem-solving individuals possessing information,

media and technology skills in today's information society. Although most of the

students know how to use technology, they do not have understanding and

application skills about technology use and impact. It has become the duty of
 19

schools to integrate technology into learning-teaching processes and

curricula, to teach students how to evaluate, interpret and effectively use

information, to use technology in classrooms by supporting technology, and to

teach the correct use of technology as a learning tool (Kaware &

Sain, 2015).

Information technologies provided to classrooms are required to be used

effectively in teaching activities for each learning goal in the curriculum. Main

teaching activities should be conducted in a way that includes the effective use of

information technologies (MONE, 2018). In Turkey, the curricula and the

textbooks of the subjects are determined at the national level. Teachers can

determine the methods and techniques they will use by themselves. Although

ICT is taught as a separate course at primary and secondary education level, ICT

is recommended to be used as a general tool for complementary activities in all

subject areas and teachers are needed to corporate in digital content production

and to integrate information communication technologies into their classes

(European Schoolnet, 2017).

For the implementation of information, media and technology skills in the

classrooms students should be using ICT whenever appropriate to facilitate

learning. To achieve this, ICT and other subjects should be combined and

learning goals should not only comprise the core competences of the subject

areas but also the ICT skills (Hoechsmann, & DeWaard, 2015). Teaching and

learning process should engage students in learning considering the changing

 20

nature of subject knowledge with a need of digital skills of the age (Hague &

Payton, 2011).

A variety of resources and support structures are provided by school

districts or other reform efforts for teachers to integrate technology into their

classroom. School support through a person who is knowledgeable about and

can facilitate the process of technology use is often addressed in the literature.

Nelson et al. (2019) stated that technology support as an essential ingredient to

technology use of teachers. Technology skills have been identified as one of the

correlates of teachers’ use of technology (Spiteri & Rundgren 2020). Karaca

et al. (2013) found that there is a strong and positive relationship between

technology competencies and technology integration. Teachers having more

frequent use of technology in the classroom have more experience with

technology. Teaching experience is of utmost importance in the context of

technology use.

Life and career skills (Partnership for 21st Century Skills 2002). The

educators are not only responsible for the academic achievement of their

students, but are also caregivers, who provide nurturing, positive relationships to

the students. Educators need to engage students fully in the learning process

(Parsons and Taylor 2011). The curriculum should emphasize on relevance of

the learning to the students. Activity-based learning is often project-based and/or

performance-based giving purpose to the work of the students. To help children

with life skills schools should believe in a “growth mindset”. When the school

inculcates this as a practice child start to enjoy learning. They understand that
 21

progress takes time and they keep trying until they succeed. This helps them

achieve success in any area as they grow (Jaiswal, 2019).

Life skills training/ education takes into account psychosocial

competencies and interpersonal skills that help students to take right decisions,

solve problems, think critically and creatively, communicate effectively, build

healthy relationships, empathize with others, and cope with managing their lives

in a healthy and productive manner. Life skills are defined as the abilities for

adaptive and positive behavior that enable individuals to deal effectively with the

demands and challenges of everyday life. (Prajapati et al., 2017).

Vranda and Rao (2011) proved that life skills training enhanced their

psychosocial competencies. Meanwhile, Puspakumarag (2013) in his study

showed that life skills training was effective in preventing a wide range of

problems such as substance abuse, teenage pregnancies, violence, bullying and

to promote self-confidence and self-esteem among the adolescents. Roodbari,

Sahdipoor, and Ghale (2013) in their research showed that life skills training has

a positive effect and improves social development, emotional and social

adjustment, suggesting an increase in compatibility of children and public health.

Instructional Leadership of School Head and 21st Century Skills of Teachers

Leadership is about making connections, and it requires instructional

leaders to be focused on their purpose and intense in their beliefs (Jones, 2018).

It is clearly understood that success depends on the choices that are made and

based on their principles. Therefore, instructional leadership is an art that must

be learned and not a theory that is put into practice (Jones, 2018). Adams et al.
 22

(2020) stated that the role of the principal as school leaders in schools has been

characterized in terms of its effects on students’ learning outcomes.

According to Hallinger (2005), instructional leadership methods are still

relevant and can continue in contributing to school’s excellence towards the 21st

century. As stated in the Malaysian Education Quality Standards, instructional

leadership practices are needed to ensure the accomplishment of all the three

waves in the Malaysia Education Blueprint 21st century 2013-2025 (Ministry of

Education (MoE), 2012). It clearly shows that the direction of instruction is

mandatory for school leaders in Malaysia.

Şişman (2016) referred to instructional leadership as the power

and behaviour used by school leaders, teachers, and school supervisor to affect

individuals and situation in school. He added that there are five behaviours of

instructional leadership that should be practiced by school leaders which are

identifying and sharing school objective; administrating curriculum and

instructional process; evaluating instructional process and students’ academic

achievement; supporting teachers while enhancing their quality and creating a

positive learning environment and school climate (Hassan et al., 2018).

Based on Hallinger and Lee (2012), the Malaysian Ministry of Education

recommends that principals practice instructional leadership in schools to bolster

students’ academic achievement (Ibrahim & Amin, 2014). The achievement of

teacher’s work depends mainly on how the headmaster implements instructional

leadership which can be a crucial milestone in ensuring the teachers under their
 23

supervision demonstrate outstanding performance and professional development

(Davarajoo, 2010).

A flourishing principal must have a well-defined vision and goals for their

school’s future path, communicate them distinctly to their constituents, and

advocate their necessary proficiencies to propel the organization

in achieving its goals (Stronge, Richard & Catano, 2008). Principals need to

outline school goals as the primary step before progressing with other variables

to succeed in their schools (Ghavifekr et al., 2015). Niqab et al. (2014) explained

that the principal’s necessary actions are to set and communicate clear goals for

academic improvement to the teachers and staffs. Schools that lack goals and

directions do not have the required metric to properly evaluate schools’ success

in executing teaching and facilitating the process.

Baharuldin et al. (2019) found that school administrative support plays an

important role in shaping the teachers’ ICT competence and improve teaching

and facilitating. Guerra’s (2014) studies illustrate those teachers’ instructional

leadership practices and interpersonal skills development driven by goal setting

practice results in maintaining honest communication and teachers’ thrust

towards principals.

In a study conducted by Saad and Sankaran (2021), the findings showed

that the level of principals’ instructional leadership practices was high. The

finding also showed that there was a significant relationship between the

principals’ instructional leadership practices and teachers’ 21st century teaching

and facilitating methods in the school. The regression analysis showed that
 24

principals’ instructional leadership practices variable had a stronger effect on

teachers' 21st century teaching and facilitating methods.

Synthesis

The gathered relevant literature and studies firmly affirmed the relationship

of the variables in this study. It also provided varied inputs for each variable. It is

presented in this section that instructional leadership is connected to 21 st century

skills of teachers as supported by several studies. The presentations and

discussions of related studies offered essential information which would be

valuable in the professional discussion of the findings of the study and in the

sound formation of the recommendations.

Theoretical and Conceptual Framework

Several theories and models have been associated with instructional

leadership and 21st century skills. The theoretical framework of this study is the

Competency Theory by Mc Ber (2003). The basic principle of competency model

is that an individual’s performance will increase if one has all the competencies

needed to complete the tasks and responsibilities. For instance, an expert in one

field and the frequency of one’s completing the task will enable one to do one’s

job effectively and brilliantly (Safia Saeed, 2009; Wayne, & Youngs, 2003).

For example, an academic teacher should have functional competency

which focuses on the knowledge and skills aspects that involve the knowledge to

plan teaching and learning, assessment and skills in knowledge delivery, use of
 25

relevant sources, communication, producing various questioning techniques,

encourages students’ participation and also evaluate students’ performance

(Malaysian Education Ministry, 2014).

According to the competency model developed by Hay Mc Ber (2003),

skills and knowledge are usually obtained through courses and trainings and can

also be related to academic qualification. In this case, school heads as part of

their instructional leadership may offer teachers professional development to

enhance their 21st century skills. The development of an individual’s personal

characteristics is very challenging and has to be given special emphasis so as to

achieve targeted success through trainings and continuous development

program. For this model, competency is symbolized as an iceberg whereby skills

and knowledge are at the tip of an iceberg and are submerged in water.

Whereas, trait or personality is positioned under water and is unpredictable.

In the 21st century, policymakers and educators agree that improving the

quality of K- 12 education requires effective leadership practices and

collaborative efforts. Successful leaders empower teachers to be the best they

can be in their own classrooms and they able to extend their leadership to

others so every faculty can lead positive changes. Another concept that supports

the study is the Instructional Leadership Model by Hallinger and Murphy (1985).

Hallinger and Murphy (1985) defined instructional leadership as principals'

behaviors aimed at promoting and improving the process of teaching

and learning in schools involving teachers, students, parents, school planning,

school management, school facilities and resources.

 26

Based on this model, there are three dimensions in instructional

leadership activities, namely determining school missions, managing instructional

programs and creating school learning environment. While instructional

leadership sub-dimensions in this model include eleven leadership functions,

which include drawing on school goals, explaining school goals, supervising and

evaluating teaching, coordinating curriculum, monitoring student progress, assure

instructional time, maintaining learning support, providing incentives for teachers,

enforcing academic standards, promote professional development and provide

incentives for learning (Esa et al., 2017).

School leadership practices are among the key elements that contribute to

the effectiveness of education change as well as external factors. The findings

from previous studies show the importance of instructional leadership principals

in managing change (Shafinaz, 2017). When education changes take place,

instructional leaders with the help of teachers are responsible for achieving

school academic goals and are willing to devote their efforts in implementing

school changes with emphasis on pedagogical aspects, teaching methods, and

learning to improve academic quality of the school. This suggests that school

leaders act as instructional leaders to mobilize changes among teachers.

The role of instructional leadership is influential and relevant in managing

education changes in the 21st-century towards preserving the quality of

education in the country. Principals can act as instructional leaders who prioritize

teaching and learning in schools. School leadership practices are among the key
 27

elements that contribute to the effectiveness of education change as well as

external factors. The findings from previous studies show the importance of

instructional leadership principals in managing change (Nor Azni,

2015). When education changes take place, instructional leaders with the help of

teachers are responsible for achieving school academic goals and are

willing to devote their efforts in implementing school changes with emphasis on

pedagogical aspects, teaching methods, and learning to improve academic

quality of the school. This suggests that school leaders act as instructional

leaders to mobilize changes among teachers (Esa et al., 2017).

Figure 1 shows the conceptual model of the study. It focuses on the extent

of instructional leadership and 21st century skills. The independent variable is the

instructional leadership of school head. It has seven indicators, namely:

instructional resource provider, maintain visible presence, professional

development, maximize instructional time, monitoring students’ progress,

feedback on teaching and learning, and curriculum implementation (Akram et al.,

2016). In this study, instructional resource provider is the ability of the principal to

provide a service to teachers’ fundamental instructional needs by delivering

resources and materials. Maintain visible presence is the responsibility of the

school head to be physically visible in all aspects of the school. Professional

development is the capacity of the school head to offer and advance professional

development to enhance teachers’ instructional skill. Maximize instructional time

refers to the time spent by principals working directly with teachers and students
 28

to accomplish teaching and learning. Monitoring students’ progress refers to the

ability of the school head to provide teachers and parents with assessment

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Instructional Leadership 21st Century Skills

 instructional resource
provider
 learning and innovation
 maintain visible presence skills,

 professional development  information, media and

technology skills
 maximize instructional time
 life and career skills
 monitoring students’
progress

 feedback on teaching and

learning

 curriculum implementation
Source: Partnership for 21st
Source: Akram et al. (2016) Century Skills (2002)
 29

Figure 1. The Conceptual Framework of the Study

results on an ongoing basis. Feedback on teaching and learning refers to school

heads’ practices which include practices include being observable throughout the

school, providing praise and feedback to teachers about classroom and

professional growth activities. Curriculum implementation refers to the

responsibility of school head in maintaining an environment that promotes

effective functioning of instructional content, arrangement, interventions,

management, and monitoring in the classroom.

Meanwhile, the dependent variable is the 21 st century skills of teachers. It

has three indicators, namely: learning and innovation skills, information, media

and technology skills, and life and career skills (Partnership for 21 st Century Skills

2002). In this study, learning and innovation skills refer to creativity, critical

thinking, communication and collaboration which are essential to prepare

students for the future. Information, media and technology skills refer to the

ability of exhibiting a range of functional and critical thinking skills related to

information, media and technology. Life and career skills refer to the ability to

navigate the complex life and work environments in the globally competitive

information age.

Statement of the Problem

This study aimed to determine the relationship between instructional

leadership of school head and 21st century skills of elementary teachers in

 30

Davao del Sur Division. More specifically, it sought to answer the following

questions:

1. What is the extent of instructional leadership of school heads in terms

of:

1.1 instructional resource provider ;

1.2 maintain visible presence;

1.3 professional development;

1.4 maximize instructional time;

1.5 monitoring students’ progress;

1.6 feedback on teaching and learning; and

1.7 curriculum implementation result?

2. What is the extent of 21st century skills of elementary teachers in terms

of:

2.1 learning and innovation skills;

2.2 information, media and technology skills; and

2.3 life and career skills?

3. Is there a significant relationship between instructional leadership of

school heads and 21st century skills of elementary teachers?

4. Which domains of instructional leadership of school heads significantly

influence the 21st century skills of elementary students?

Hypothesis

The null hypotheses were tested at 0.05 level of significance:

 31

Ho1. There is no significant relationship between instructional leadership

of school heads and 21st century skills of elementary teachers.

Ho2. None of the domains of instructional leadership of school heads

significantly influence the 21st century skills of elementary students.

This research journey may serve as an avenue to have a deeper analysis

and insights regarding the 21st century skills of teachers since teachers are

expected to have acquired and empowered with the 21st century skills as

expected in the K to 12 curriculum. In this academic pursuit, it is well-established

that the instructional leadership of school heads is linked to the 21 st century skills

of the teachers. With this, it is a necessity that all school leaders must be

responsive to instructional transformation since it would pave a way in

strengthening the 21st century skills of the teachers.

In the academe be it in primary, secondary, or tertiary level, this study is

advantageous to relevant institutions, namely: DepEd officials, school principal

teachers, students, policy makers, and researchers. These would help the

beneficiaries to create policies, programs, interventions, and projects that would

intensify the 21st century skills of the teachers and the students.

DepEd Officials. This undertaking may give ideas to the higher officials on

how to keep on guiding school leaders to improve their instructional leadership

helping teachers to strengthen their 21 st century skills. Sustainable programs,

projects, interventions, activities may be crafted by these policymakers that would

 32

intensify the instructional leadership of school heads and 21 st century skills of

teachers

School Principals. This study would guide the school principals to reflect of

their own actions on how they could improve their instructional leadership. This

undertaking would also help school leaders to craft school activities and other

school initiatives that would give teachers the opportunities to be well-equipped

with competencies specifically the 21st century skills which are relevant to

teaching.

Teachers. This study would serve as an opportunity for teachers to assess

their 21st century skills. Furthermore, this study would also serve as an eye-

opener for teachers that in teaching profession, upgrading themselves is a

necessity.

Students. This study would help students to be fully equipped with 21sr

century skills since their teachers are equipped with those skills. This undertaking

may guide the educational policy makers, school heads, and principals on how to

address the concern of teachers on empowering their 21st century skills.

Future Researchers. This endeavor may serve as a paradigm model for

future researchers. Also, future researchers may explore other factors relevant to

21st century skills of teachers which have not been explored in this current study.

Considering other research approach may also provide an in-depth analysis

about 21st century skills.

 33

Important terms were being defined conceptually and operationally in

order to provide a clear view of the content of this study.

Instructional Leadership. This refers to a model of school leadership in

which a principal works alongside teachers to provide support and guidance in

establishing best practices in teaching (Brolund, 2016). In this study, it refers to

instructional resource provider, maintain visible presence, professional

development, maximize instructional time, monitoring students’ progress,

feedback on teaching and learning, and curriculum implementation (Akram et al.,

2016).

21st Century Skills. It is a global framework and one of the essential core

elements of the K-12 Basic Education Program of the Department of Education

that calls for holistic development of the learners in the fast-changing 21st

century world. (Pa-alisbo., 2017). In this study, it refers to learning and innovation

skills, information, media and technology skills, and life and career skills

(Partnership for 21st Century Skills, 2002).

 34

CHAPTER 2

Method

This chapter introduces the methodological aspect of the study. This

covers the research design, research respondents, research instruments, data

gathering procedure and data analysis which will be employed on this

investigation.

Research Design

This study utilized a quantitative research approach specifically the

descriptive correlational approach. Quantitative research is a way to learn about

a particular group of people, known as a sample population. Using scientific

inquiry, quantitative research relies on data that are observed or measured to

examine questions about the sample population. It is used by social scientists,

including communication researchers, to observe phenomena or occurrences

affecting individuals. The purpose of quantitative research is to generate

knowledge and create understanding about the social world (Allen, 2017).

Moreover, a descriptive correlation study is a study in which the researcher is

primarily interested in describing the relationships between variables without

attempting to establish a causal relationship. (Noah, 2021).

Meanwhile, in descriptive research, the researcher does not manipulate

 35

the variables in the study. It simply intends to describe the nature of the involved

variables (Fox, 2007; Korrapati, 2016). On the other hand, correlational research

design explores and measures the relationship between the variables of the

study with no attempt of manipulating them. Also, correlation investigates the

strength and direction of the variables. This can be a positive direction or a

negative direction, and a strong and a weak relationship.

This research journey was considered as quantitative since it depended

on the numerical data when analyzing and interpreting the data. It was

descriptive since its purpose was to determine the extent of instructional

leadership of school heads and 21st century skills of teachers. In addition, this

academic pursuit was correlational since its purpose was to measure the

connection between instructional leadership of school heads and 21st century

skills of teachers in the Division of Davao del Sur.

Research Respondents

This study catered the 250 public elementary teachers in the Division of

Davao del Sur. It was claimed that 200 samples are enough when testing the

Pearson Correlation analysis (Memon et al., 2020). Hence, the 250 respondents

were enough to address the purpose of this study.

Probability sampling specifically two-staged cluster sampling was used to

identify the sample of the study. It is a kind of sampling technique in which the

likelihood or probability of each piece being included may be defined. In other

 36

words, every member of the population must have an equal and independent

probability of being included in the sample (Ragab & Arisha, 2018). Cluster

sampling is a popular method in conducting researches wherein the population is

being divided into different clusters. A cluster is a group of elements that are

made up of individual units that represent mutually exclusive and exhaustive

subsets (Thomas, 2020). It is two-staged cluster sampling since the sample of

elements from each selected cluster or division is chosen randomly. In the

context of the study, all elementary teachers from the public elementary schools

in Davao del Sur Division were considered.

In the inclusion and exclusion criteria, all elementary teachers in the public

schools of the Division of Davao del Sur were given an equal chance to be part

of the study. The elementary teachers with 5 years teaching experience were

chosen in this endeavor since the 5 years stay in the public school would help

them to assess their school head’s instructional leadership and teachers’ 21 st

century skills. In this academic quest, those elementary teachers in the private

schools were not considered. Furthermore, respondents who felt awkward and

uncomfortable in answering the survey questionnaire were free to withdraw from

their participation. They were not forced to be part of the study. Their decision to

withdraw was respected. Apparently, the respondents’ welfare was given utmost

importance in the conduct of the study.

Research Instruments
 37

For data collection, this study utilized an adapted survey questionnaire.

There were two sets of questionnaires that were employed in this undertaking.

The first set was focusing on the instructional leadership of school heads while

the second set was about the 21st century skills of teachers.

Instructional Leadership. The instructional leadership questionnaire was

adapted from Akram et al. (2016). The instrument consists of 40 items. It has the

following indicators, namely: instructional resource provider (1-7); maintain visible

presence (1-6); professional development (1-7); maximize instructional time (1-

7); maintaining students’ progress (1-4); feedback on teaching and learning (1-5);

and curriculum implementation (1-5). The questionnaire was subjected to a pilot

testing having a result of .78 suggesting that the items have relatively high

internal consistency.

Mean Interval Descriptive Level Descriptive

Interpretation

4.20-5.00 Very Extensive The instructional

leadership of school
heads is always evident.

3.40-4.19 Extensive The instructional

leadership of school
heads is oftentimes
evident.

2.60-3.39 Moderately Extensive The instructional

leadership of school
heads is occasionally
evident.

1.80-2.59 Less Extensive The instructional

leadership of school
heads is seldom evident.
 38

1.00-1.79 Not Extensive The instructional

leadership of school
heads is never evident.

21st Century Skills. The 21st century skills questionnaire was adapted from

Partnership for 21st Century Skills (2002). The instrument consists of 30 items. It

has the following indicators, namely: learning and innovation skills (1-10);

information, media and technology skills (1-10); and life and career skills (1-10).

The questionnaire was subjected to a pilot testing having a result of .80

suggesting that the items have relatively high internal consistency.

Mean Interval Descriptive Level Descriptive

Interpretation

4.20-5.00 Very Extensive The 21st century skills of

teachers are always
evident.

3.40-4.19 Extensive The 21st century skills of

teachers are oftentimes
evident.

2.60-3.39 Moderately Extensive The 21st century skills of

teachers are occasionally
evident.

1.80-2.59 Less Extensive The 21st century skills of

teachers are seldom
evident.

1.00-1.79 Not Extensive The 21st century skills of

teachers are never
evident.

The instruments in this study were contextualized to achieve the purpose

of this study. The researcher incorporated all the comments and suggestions of
 39

the adviser, panel members and expert validators for the refinement of the tools

and to achieve construct validity.

Data Gathering Procedure

In gathering the data, the researcher followed a strict procedure and

protocol in order to secure the process and the welfare of the involved

respondents in the conduct of the study.

1. Permission to conduct the study. After seeking approval to the

Dean of Graduate Studies, the researcher asked permission and endorsement

from the Department of Education Region XI. After the approval, a request letter

was submitted to the office of the Schools Division Superintendents. Upon

approval, an endorsement letter was submitted to the School Head.

2. Distribution and Retrieval of the Questionnaire. After which, a

schedule was made for the distribution of the test questionnaires. In observance

to health and safety protocols, the survey questionnaire was encoded using the

Goggle Form. Link and was given to the respondents. Retrieval of the

respondents’ responses was automatically recorded and generated in the form.

When some respondents could not access the link, they were given the printed

form of the survey. They were given one hour to answer the survey.

3. Collation and Statistical Treatment of Data. All the data gathered

were tallied, tabulated, analyzed and interpreted confidentially and accordingly.

Data Analysis
 40

For more comprehensive interpretation and analysis of the data, the

following statistical tools were utilized.

Mean. This was used to measure the extent of instructional leadership of

school heads and 21st century skills of the teachers.

Pearson r. This was utilized to determine the relationships between

instructional leadership of school heads and 21st century skills of the teachers.

Regression Analysis This was utilized to determine the significant

influence of instructional leadership of school heads on 21st century skills of the

teachers.
 41

CHAPTER 3

Results and Discussion

This chapter presents the results of the study. These are the findings of

the problems raised in the previous chapter. They are presented both in the

textual and tabular forms.

Extent of Instructional Leadership

in terms of Instructional Resource Provider

Table 1 reflects the instructional leadership in terms of instructional

resource provider. It shows that the overall mean is 4.53, in a very extensive

level. This means that the instructional leadership in terms of instructional

resource provider is always evident.

It can be gleaned from the data that all 7 statements reveal a very

extensive result. Of which, the three (3) items which have the highest mean

score are as follows: guiding teachers in using instructional resources (4.56),

organizing and delivering the instructional materials to teachers (4.55), and

taking feedback on availability of the instructional resources (4.35). These items

 42

prove that the instructional leadership in terms of instructional resource provider

is always evident.

The findings of this study implies that school heads engage actively in the

academic welfare of the students by keep on guiding teachers who have

influence on the academic success of the students. In doing so, school heads

have been consistent on assisting teachers as to the instructional materials are

Table 1. Extent of Instructional Leadership

in terms of Instructional Resource Provider

No Instructional Resource Provider Mean Descriptive

Equivalent
1 encouraging teachers to use instructional materials 4.50 Very Extensive
freely.
2 organizing and delivering the instructional materials to 4.55 Very Extensive
teachers.
3 providing students with sufficient access to the 4.51 Very Extensive
instructional materials.
4 providing teachers with sufficient access to 4.51 Very Extensive
instructional material.
5 recommending resources in areas in which teachers 4.52 Very Extensive
need.
6 guiding teachers in using instructional resources 4.56 Very Extensive
7 taking feedback on availability of the instructional 4.53 Very Extensive
resources
Overall 4.53 Very Extensive

concern. They guide teachers on how to use the instructional materials. They

provide teachers of the needed materials and they monitor and give feedback on

how teachers use the instructional materials.

The result is aligned to the statement of Akram et al. (2017) stating that

principals provide a service to teachers’ fundamental instructional needs by

delivering resources and materials. They coordinate with the stakeholders in

achieving the school’s vision and objectives and serves as an intermediary of

 43

assets such as materials (library, laboratory, and newspapers), and time and

support to enable the school and its personnel to most effectively meet academic

objectives. It is the responsibility of instructional leader to furnish teachers with

essential equipment and professional development for the effective execution of

their careers which significantly correlated with student achievement.

This also confirms the beliefs of Ojera et al. (2015) claiming that

instructional leaders must influence others to adjoin appropriate instructional

practices with best knowledge of subject matter. Such focus should always be on

effective teaching. The role of the principal is to supply the teachers with

resources and incentives to keep their focus on the students. Improving poor

performance or maintaining excellent ones is the major task of an instructional

leader. The principal have to employ and manifest characteristic which will help

them achieve their intended objectives. The type of leadership style he/she uses

matters immense.

Extent of Instructional Leadership

in terms of Maintain Visible Presence

Table 2 reflects the extent of instructional leadership in terms of maintain

visible presence. It shows that the overall mean is 4.49, in a very extensive level.

This means that the instructional leadership in terms of maintain visible presence

is always evident. As can be gleaned from the data, all 6 statements reveal a

very extensive result. Of which, the three (3) items which have the highest mean

score are as follows: conducting meetings to discuss instructional matters (4.55),

discussing with teachers the matters related to the instruction (4.53), and visibly
 44

presenting in school for teachers and students (4.51). These items prove that the

instructional leadership in terms of maintain visible presence is always evident.

The findings of the study simply imply that school heads are always

present in the school operation that concerns the improvement of teaching-

learning process. Their presence is felt when they conduct meetings related to

instructional matters. They discuss with the teachers the matters that deal giving

Table 2. Extent of Instructional Leadership

in terms of Maintain Visible Presence

No Maintain Visible Presence Mean Descriptive

Equivalent
1 visiting classes regularly to observe teaching and 4.45 Very Extensive
learning.
2 being physically available for instructional issues. 4.40 Very Extensive
3 personally attending co-curricular activities of the 4.50 Very Extensive
school.
4 conducting meetings to discuss instructional matters. 4.55 Very Extensive
5 discussing with teachers the matters related to the 4.53 Very Extensive
instruction.
6 visibly presenting in school for teachers and students. 4.51 Very Extensive
Overall 4.49 Very Extensive

solutions to teaching-related problems. Apparently, school heads presence is felt

in all corners of the school readily available when the teachers need them most.

With the results, it substantiates the notion of Snoke (2020) claiming that

a school leader’s visibility is the act of being seen by the school’s stakeholders

while gauging the temperature of the school’s culture. School leaders must be

seen by the students, teachers, and parents. A principal’s consistent routine of

high visibility provides a feeling among the school stakeholders of reliability from

their leader. When a school leader engages authentically with teachers, students,

and parents while being visible, the visibility becomes meaningful within the
 45

school culture. The visibility for a school principal is a crucial element within their

job responsibilities. The level of visibility should be prominent, consistent, and

authentic. Visibility is important and vital for an effective school administrator. The

amount of visibility and manner in which visibility is used determines the level of

importance for a school administrator (Snoke, 2020).

Furthermore, Macadatar (2020) points out that aprincipal who is often

seen in the school premises promotes stability, calmness and sustainability. It is

easy to respond to the needs of the stakeholders when the school head is

around. In case the school head is out for official business or for other legal

reasons, it is imperative for him/her to designate an Officer-in-Charge. Such a

designation should include a defined terms of reference pertaining to its scope

and limitations. This will ensure continuous operation of the school.

In addition, Akram et al. (2017) highlights that the principal is physically

visible in all aspects of the school. This dimension is consistent with maintaining

visible presence to supervise and evaluate instructions. Directing and assessing

guideline is characterized as exercises that include connection between the

principal and school staff and students with respect to classroom enhancement.

Successful instructional leaders need to make an obvious appearance which

included concentrating on learning targets, displaying practices of learning, and

outlining programs and exercises on guideline, and as an instructional leader,

more than a half day spent concentrating on these destinations. Being a visible

principal as one of critical qualities in the life of a school which is regularly

ignored.
 46

Extent of Instructional Leadership

in terms of Professional Development

Table 3 exhibits the extent of instructional leadership in terms of professional

development. It shows that the overall mean is 4.47, in a very extensive level.

This means that the extent of instructional leadership in terms of professional

development is always evident.

Table 3. Extent of Instructional Leadership

in terms of Professional Development

No Professional Development Mean Descriptive

Equivalent
1 being available for teachers’ professional 4.45 Very Extensive
development.
2 planning faculty meetings for professional 4.48 Very Extensive
development.
3 arranging teachers’ meetings to help them grow 4.47 Very Extensive
professionally.
4 developing follow up plans for assessing professional 4.49 Very Extensive
development.
5 encouraging teachers to take steps to solve 4.39 Very Extensive
instructional issues.
6 encouraging teachers to improve their classroom 4.50 Very Extensive
practices.
7 planning professional development opportunities 4.48 Very Extensive
according to needs.
Overall 4.47 Very Extensive

It is reflected in the data that all 7 statements reveal a very evident result. Of

which, the four (4) items which have the highest mean score are as follows:

encouraging teachers to improve their classroom practices (4.50), developing

follow up plans for assessing professional development (4.49), and planning

faculty meetings for professional development (4.48) and planning professional

development opportunities according to needs (4.48). These items prove that the

instructional leadership in terms of professional development is always evident.

 47

The result of the study signifies that in the teaching-learning process,

school heads provide all the means to empower teachers with the relevant

knowledge and skills by means of exposing them to varied professional

development opportunities. They make plans by conducting faculty meeting and

considering teachers’ needs in upgrading their knowledge and skills. Apparently,

school heads are fully aware that as the main source of information, teachers

should be always up-to-date to the latest trend in teaching.

The results of the study affirm the claim of Mwihaki et al. (2019)

emphasizing that the support that principal’s offer as well as their participation in

the professional learning of staff produces the largest effect on the learning

achievement of students. The principal has numerous ways of offering support to

instructors as they advance tutoring and learning. Principals can set up and

provide or inform teachers of relevant possibilities for staff development. The

principal can also encourage staff improvement that is closely related to the

school’s goals. Effective professional development permits educators to expand

the knowledge and skills needed to address areas in students’ learning that are

demanding.

As highlighted by Akram et al. (2017), professional development is directly

linked to the satisfaction of employee in a way that employees feel value from

their supervisors and organization as their goals are being focused and achieved,

they get recognition because along with their own goals organizational goals are

also being satisfied. Hence, principal offers and advances professional

development chances to enhance teachers’ instructional skills.

 48

Furthermore, Shikokoti, (2021) espoused that an effective instructional

leader is a person who organizes staffs’ development conferences, observation,

and supervision process of staff. The school principal exhibits a high level of joint

effort with school staff, creates continuous visits to classrooms, and provides

regular criticism.

Extent of Instructional Leadership

in terms of Maximize Instructional Time

Table 4 exhibits the extent of instructional leadership in terms of maximize

instructional time. It shows that the overall mean is 4.43, in a very extensive level.

This means that the extent of instructional leadership in terms of maximize

instructional time is always evident.

It is reflected in the data that all 7 statements reveal a very extensive

result. Of which, the three (3) items which have the highest mean score are as

follows: solving issues related to discipline to maximize instructional time (4.52),

using class time of teachers for regular meetings (4.50), and ensuring that all

students are present in the class during class time (4.39). These items prove that

extent of instructional leadership in terms of maximize instructional time is always

evident.

The result of the study signifies that despite their overwhelming schedules,

school heads spend time to deal with school related matters specifically about

the teaching-learning process. They find time in solving issues or problems

related to discipline. They also spend time with teachers to discuss all matters

related to teaching. Furthermore, they also ensure that students are comfortably
 49

learning in their classroom. Maximizing instructional time is possible through the

help of teachers who keep on updating them of the school’s happenings.

The findings of the study validate the contention of Grissom and Loeb

(2011) stating that instructional time incorporates increasing/protecting time

scheduled for purposes of instruction, examinations/testing guidelines, and other

Table 4. Extent of Instructional Leadership

in terms of Maximize Instructional Time

No Maximize Instructional Time Mean Descriptive

Equivalent
1 ensuring that all students are present in the class 4.45 Very Extensive
during class time.
2 protecting classroom instructional time from outside 4.44 Very Extensive
interruptions.
3 encouraging all teachers to come to class well- 4.43 Very Extensive
prepared and in time.
4 using class time of teachers for regular meetings. 4.50 Very Extensive
5 making sure that students are not allowing to office 4.30 Very Extensive
during class.
6 solving issues related to discipline to maximize 4.52 Very Extensive
instructional time.
7 meeting teachers individually to discuss student 4.40 Very Extensive
progress issues.
Overall 4.43 Very Extensive

student activities where direct student–teacher communication and supervision

are maintained. It can be determined as the time spent by principals working

directly with teachers and students to accomplish teaching and learning.

Furthermore, Akram et al. (2017) mentioned that for protecting

instructional time and time allocation for instructions, it is suggested to set up a

prize framework for good participation, appropriate obligation with staff in

advising parents about irregular class attendance, to hold staff meeting to talk

about regular issues in instructional organizing and offer arrangements, protect

 50

classroom instructional time from disturbance, demand supervision plan,

anticipate time that teachers will begin and end classes on time, utilize the full

distributed time for direction, and visit classrooms to watch staff and students.

Extent of Instructional Leadership

in terms of Monitoring Students’ Progress

Table 5 exhibits the extent of instructional leadership in terms of

Table 5. Extent of Instructional Leadership

in terms of Monitoring Students’ Progress

No Monitoring Students’ Progress Mean Descriptive

Equivalent
1 discussing students’ results with teachers for 4.44 Very Extensive
curricular strengths.
2 reviewing students’ work when evaluating classroom 4.40 Very Extensive
instruction.
3 asking the teachers to send the students’ progress 4.50 Very Extensive
reports to parents.
4 providing public praise to those teachers who perform 4.52 Very Extensive
well.
Overall 4.47 Very Extensive

monitoring students’ progress. It shows that the overall mean is 4.47, in a very

extensive level. This means that the extent of instructional leadership in terms of

monitoring students’ progress is always evident.

It is reflected in the data that all 4 statements reveal a very extensive

result. Of which, the three (3) items which have the highest mean score are as

follows: providing public praise to those teachers who perform well (4.52), asking

the teachers to send the students’ progress reports to parents (4.50), and

discussing students’ results with teachers for curricular strengths (4.44). These

items prove that the extent of instructional leadership in terms of monitoring

students’ progress is always evident.

 51

The result of the study implies that students’ progress is one of the

academic goals of school heads. With this, they make all the means to monitor

students’ progress. One of the actions they do is to give recognition to teachers

who have helped them in achieving students’ progress. They also keep

themselves updated of their students’ academic status through the feedback of

their teachers. In this case, they also let the parents involve by informing them of

their children’s academic welfare.

The results of the study supported the notion of Omogbehin (2013) stating

that effective monitoring relies upon a comprehensive, formative feedback

system that provides timely feedback on student performance to staff at any

given school. Principals are key participants in transforming schools in ways that

improve student outcomes. The effective schools research underscored the

importance of a strong instructional leader as an essential correlate for success.

To be effective, an instructional leader must be knowledgeable about core

pedagogical practices and curriculum as well as student needs. They also must

know how to develop effective collaborative practices amongst teachers so

learning and effective practices can be established across departments.

Moreover, Yunas and Iqbal (2013) argued that activities received by

principals monitor student learning for purposes of making instructional decisions

and providing feedback to students on their progress and learning achievements.

Good school principals provide teachers and parents with assessment results on

an ongoing basis. General student supervision is likewise among the key

obligations of the instructional leader.

 52

In addition, Nawab (2011) mentioned that it mostly includes teachers in

understanding different matters giving them the grade they deserve. Principals

who demonstrate strong instructional leadership sets priority on regular

classroom inspection, clear evaluation criteria, feedback on teaching learning

which utilized to help staff and students to increase their performance, and

frequently monitor students’ improvements toward school outcomes and teacher

effectiveness in obtaining learning objectives.

Extent of Instructional Leadership

in terms of Feedback on Teaching and Learning

Table 6 exhibits the extent of instructional leadership in terms of feedback

on teaching and learning. It shows that the overall mean is 4.49, in a very

extensive level. This means that the extent of instructional leadership in terms of

feedback on teaching and learning is always evident.

It is reflected in the data that all 5 statements reveal a very extensive

result. Of which, the three (3) items which have the highest mean score are as

follows: praising outstanding students on their achievement publicly (4.53),

providing public praise to those teachers who perform well (4.50), and

communicating students’ performance in parent teacher meetings (4.49). These

items prove that the extent of instructional leadership in terms of feedback on

teaching and learning is always evident.

The result of the study implies that for the improvement of school

operation specifically the academic welfare of the students, school heads give

constant feedback to teachers who are frontliners in the implementation of the

 53

curriculum. Giving recognition to students and acknowledging teachers’ excellent

performance are means of school heads in giving feedback. Involving the parents

by means of calling their attention during parent-teacher conferences are also an

opportunity for school heads to give feedback and update both the students and

the teachers regarding the progress of the students in the school community.

Table 6. Extent of Instructional Leadership

in terms of Feedback on Teaching and Learning

No Feedback on Teaching and Learning Mean Descriptive

Equivalent
1 providing public praise to those teachers who perform 4.50 Very Extensive
well.
2 reinforcing the teachers in staff meetings/newsletters/ 4.45 Very Extensive
memos.
3 praising outstanding students on their achievement 4.53 Very Extensive
publicly.
4 communicating students’ performance in parent 4.49 Very Extensive
teacher meetings.
5 providing verbal and written feedback to my teachers. 4.48 Very Extensive
Overall 4.49 Very Extensive

The results of the study is parallel to the contention of Miller (2021)

believing that one of the key roles of principals and assistant principals is to

provide feedback to teachers, which they usually do through classroom

observations and individual conferences. To provide feedback on teachers’ work,

school leaders can look at the assessments they give in addition to observing

how they teach. To be strategic, administrators should focus their feedback on

common assessments, both formative and summative. School administrators

should focus their feedback on these strategic assessments to be strategic

themselves.
 54

Moreover, Akram et al. (2017) stressed that principal practices include

being observable throughout the school, providing praise and feedback to

teachers about classroom and professional growth activities, presenting praise

and feedback to students about classroom act or behaviors, and making sure of

uninterrupted instructional time. This factor in model of instructional leadership

has suggested to the input on the education and learning process as

facilitative principalship. It assumes that the head of the school can be regarded

as instructional leader and as one of the encouraging sources for effective

educating and learning.

Extent of Instructional Leadership

in terms of Curriculum Implementation

Table 7 exhibits the extent of instructional leadership in terms of

curriculum implementation. It shows that the overall mean is 4.52, in a very

extensive level. This means that the extent of instructional leadership in terms of

curriculum implementation is always evident.

It is reflected in the data that all 5 statements reveal a very extensive

result. Of which, the three (3) items which have the highest mean score are as

follows: ensuring that teachers teach the required curriculum (4.55), encouraging

my teachers to engage their students in activities (4.54), and encouraging a

lesson plan for making curriculum effective (4.53). These items prove that the

extent of instructional leadership in terms of curriculum implementation is always

evident.
 55

The result of the study implies that the holistic development of the

students is being ensured in the implementation of the curriculum. Teachers

have been the best partner of the school heads in the realization of the

curriculum implementation. They always find time to conduct observation to

ensure that teachers teach the expected competencies that learners need to

acquire. Hence, teachers are required to make lesson plans. Also, school heads

encourage their teachers that students should be actively part of the school

activities.

Table 7. Extent of Instructional Leadership

in terms of Curriculum Implementation

No Curriculum Implementation Mean Descriptive

Equivalent
1 ensuring that teachers teach the required curriculum 4.55 Very Extensive
2 encouraging a lesson plan for making curriculum 4.53 Very Extensive
effective.
3 encouraging my teachers to engage their students in 4.54 Very Extensive
activities.
4 meeting teachers to get reports about curriculum 4.49 Very Extensive
implementation.
5 ensuring that students’ marks provide info about 4.48 Very Extensive
curriculum implementation.
Overall 4.52 Very Extensive

The results are consistent with the findings of Ullah (2020) revealing that

the implementation of curriculum is one of the basic and fundamental

responsibility of principals. The overall tasks and jobs performed by principals

come under the umbrella of this task. If the principals provide quality materials to

leaners, and conducive environment for teaching–learning process but fails to

implement the curriculum effectively, then the school objectives will not be

achieved. It is the major responsibility of the principals to develop certain

 56

achieving vision and mission for implementing the curriculum in a limited time

frame by taking consent from the stakeholders.

In the same vein, Yunas and Iqbal (2013) indicates that the principal

maintains an environment that promotes effective functioning of instructional

content, arrangement, interventions, management, and monitoring in the

classroom, and it is important that the principal needs to know why, how, and

when to do things. The real part of the instructional principal incorporates a

strong educational learning action, scope of syllabus in time, and a sharp

supervision. Possibly, this is conceivable just when the instructional principal has

sufficient learning, aptitudes, and expert excitement.

Summary on the Extent of Instructional Leadership

Table 8 provides the summary on the extent of instructional leadership. It

is exhibited that the overall mean of instructional leadership is 4.49, which is in a

very extensive level. This means that instructional leadership is always evident.

Data show that all seven (7) indicators are in a very extensive level. As

arranged chronologically, instructional resource provider has the highest mean

score (4.53). This is followed by curriculum implementation (4.52), maintain

visible presence (4.49), feedback on teaching and learning (4.49), professional

development (4.47), monitoring student progress (4.47) and maximize

instructional time (4.43).

With the very evident extent of instructional leadership, this reaffirms the

widely held belief of Hansen and Làrudsóttir (2015) claiming that the leader of a

school has a high level of responsibility to students, teachers, parents, and the
 57

community. Classroom teachers need a leader who will be supportive,

motivating, and knowledgeable. A well-rounded principal will have a varied style

of leadership that will draw on many different leadership models. When a

principal is an instructional leader, there are positive outcomes in student

achievement. Strong instructional leaders can therefore have a positive effect on

student outcomes and learning in their schools.

Similarly, Brolund (2016) emphasizes that principals who use these tenets

of instructional leadership have increased potential to improve teaching and

Table 8. Summary on the Extent of Instructional Leadership

No Indicators Mean Descriptive

Equivalent

1 Instructional Resource Provider 4.53 Very Extensive

2 Maintain Visible Provider 4.49 Very Extensive
3 Professional Development 4.47 Very Extensive
4 Maximize Instructional Time 4.43 Very Extensive
5 Monitoring Students’ Progress 4.47 Very Extensive
6 Feedback on Teaching and Learning 4.49 Very Extensive
7 Curriculum Implementation 4.52 Very Extensive
Overall 4.49 Very Extensive

learning in the school (Brolund, 2016). For example, Kaparou and Bush (2015)

cited that the principals in Greece do not usually discuss goals and visions for the

school with their staff; however, in high performing schools, principals see

themselves as visionaries and discuss goals with the teachers.

In addition, Geleta (2015) made mention that the major tasks of the school

principal as instructional leader include: determining objective, programme

coordination, being didactic leader, organizing enrichment programs, undertaking

evaluation and examinations, taking remedial steps, and creating conducive

 58

school climate. Similarly, Taole (2013) stated instructional leaders’ role as setting

clear goals, allocating resources to instruction, managing the curriculum,

monitoring lesson plans and evaluating teachers. In an effort to achieve these

functions school principals need to have the theoretical knowledge, skill and

adequate experiences and various trainings on school leadership and

management.

Extent of 21st Century Skills of Teachers

in terms of Learning and Innovation Skills

Table 9 exhibits the level of 21st century skills of teachers in terms of

Table 9. Extent of 21st Century Skills of Teachers

in terms of Learning and Innovation

No Learning and Innovation Mean Descriptive

Equivalent
1 using a wide range of idea creation techniques (such 4.53 Very Extensive
as brainstorming)
2 being open and responsive to new and diverse 4.57 Very Extensive
perspectives; incorporate group input and feedback
into the work.
3 using various types of reasoning (inductive, deductive, 4.49 Very Extensive
etc.) as appropriate to the situation..
4 having a good command of the contents of the course 4.55 Very Extensive
5 articulating thoughts and ideas effectively using oral, 4.56 Very Extensive
written and nonverbal communication skills in a variety
of forms and contexts
6 exercising flexibility and willingness to be helpful in 4.54 Very Extensive
making necessary compromises to accomplish a
common goal.
7 analyzing how parts of a whole interact with each 4.54 Very Extensive
other to produce overall outcomes in complex
systems.
8 reflecting critically on learning experiences and 4.40 Very Extensive
processes.
9 identifying and asking significant questions that clarify 4.48 Very Extensive
various points of view and lead to better solutions.
10 viewing failure as an opportunity to learn; understand 4.56 Very Extensive
that creativity and innovation is a long-term, cyclical
process of small successes and frequent mistakes.
Overall 4.52 Very Extensive
 59

learning and innovation skills It shows that the overall mean is 4.52, in a very

extensive level. This means that the 21st century skills of teachers in terms of

learning and innovation skills are always evident.

As revealed from the data that all 10 statements reveal a very extensive

result. Of which, the three (3) items which have the highest mean score are as

follows: being open and responsive to new and diverse perspectives; incorporate

group input and feedback into the work (4.57), articulating thoughts and ideas

effectively using oral, written and nonverbal communication skills in a variety of

forms and contexts (4.56), and viewing failure as an opportunity to learn;

understand that creativity and innovation is a long-term, cyclical process of small

successes and frequent mistakes (4.56). These items prove that the 21 st century

skills of teachers in terms of learning and innovation skills is always evident.

The findings of the study denote that teachers are committed and

dedicated to their school community when it comes to imparting knowledge and

skills to their learners. They keep on making innovations and embracing new

trends for the improvement of their teaching skills. They consider feedback in

enhancing their craft. They believe that they have long way to go to be effective

in teaching. Along the way, they meet failures which they consider as part of their

teaching journey and a learning experience for them.

This confirms the study of Sodurland (2020) revealing that strategies

educators can implement to facilitate 21st century learning and innovation skills

in classrooms: collaboration, communication, creativity, and critical thinking. This

 60

has caused teachers to reinvent the way they teach their students to

communicate, work with one another, and display critical thinking and creativity

skills. Many educators are reinventing teaching in schools without an increase in

resources and guidance from the state or federal levels.

Furthermore, Florea and Hurjuri (2015) emphasized that the learning and

innovation sector can be broken down into four categories, referred to by

educators as the “Four C’s.” The Four C’s are collaboration, communication,

creativity, and critical thinking. Collaboration is defined as students working with

one another towards a common goal. Communication is defined as exchanging

explicit and implicit messages. Creativity involves discovering a range of

strategies to contemplate the same problem. Critical thinking is “a way of

approaching and solving problems based on arguments that are persuasive,

logical, and rational”. These skills are especially necessary to implement in

schools because they are critical for all career paths and finding successful

livelihood.

Extent of 21st Century Skills of Teachers

in terms of Information, Media and Technology Skills

Table 10 exhibits the extent of 21st century skills of teachers of in terms of

information, media and technology skills. It shows that the overall mean is 4.44,

in a very extensive level. This means that the 21 st century skills of teachers in

terms of information, media and technology skills are always evident.

It can be gleaned from the data that all 10 statements reveal a very

extensive result. Of which, the three (3) items which have the highest mean
 61

score are as follows: accessing information efficiently (time) and effectively

(sources) (4.48), examining how individuals interpret messages differently, how

values and points of view are included or excluded, and how media can influence

beliefs and behaviors (4.48), and using information accurately and creatively for

the issue or problem at hand (4.47). These items prove that the 21 st century skills

of teachers of in terms of information, media and technology skills. is always

evident.

The findings of the study implies that teachers are finding means to be

technologically oriented since it is the latest demand. Being oriented to

technology helps them to improve their craft in teaching. With the use of

Table 10. Extent of 21st Century Skills of Teachers

in terms of Information, Media and Technology Skills

No Information, Media and Technology Skills Mean Descriptive

Equivalent
1 evaluating information critically and competently 4.45 Very Extensive
2 using information accurately and creatively for the 4.47 Very Extensive
issue or problem at hand.
3 accessing information efficiently (time) and effectively 4.48 Very Extensive
(sources).
4 managing the flow of information from a wide variety 4.44 Very Extensive
of source.
5 applying a fundamental understanding of the 4.40 Very Extensive
ethical/legal issues surrounding the
access and use of information
6 examining how individuals interpret messages 4.48 Very Extensive
differently, how values and points of view are included
or excluded, and how media can influence beliefs and
behaviors.
7 using technology as a tool to research, organize, 4.46 Very Extensive
evaluate and communicate information.
8 understanding and utilizing the most appropriate 4.45 Very Extensive
media creation tools, characteristics and convention.
9 using digital technologies (computers, PDAs, media 4.40 Very Extensive
players, GPS, etc.), communication/networking tools
and social networks appropriately to access, manage,
integrate, evaluate and create information to
 62

successfully function in a knowledge economy.

10 understanding and effectively utilizing the most 4.41 Very Extensive
appropriate expressions and interpretations in diverse,
multi-cultural environments.
Overall 4.44 Very Extensive

technology, teachers could access information efficiently (time) and effectively.

They may also get information accurately and creatively with the help of

technology which they may use in resolving issues or problems.

This validates the concept of the European Schoolnet (2017) that the ICT

is recommended to be used as a general tool for complementary activities in all

subject areas and teachers are needed to corporate in digital content production

and to integrate information communication technologies into their classes.

Information technologies provided to classrooms are required to be used

effectively in teaching activities for each learning goal in the curriculum. Main

teaching activities should be conducted in a way that includes the effective use of

information technologies (MONE, 2018).

Kaware and Sain (2015) stressed that it has become the duty of schools

to integrate technology into learning-teaching processes and

curricula, to teach students how to evaluate, interpret and effectively use

information, to use technology in classrooms by supporting technology, and to

teach the correct use of technology as a learning tool. Technology integration in

schools has the potential to increase students' cognitive, affective and behavioral

learning goals. It is expected that students who have access to technology in

schools will be trained as creative and problem-solving individuals possessing

information, media and technology skills in today's information society.

 63

Extent of 21st Century Skills of Teachers

in terms of Life and Career Skills

Table 11 showcases the 21st century skills of teachers in terms of life and

career skills. It shows that the overall mean is 4.52, in a very extensive level. This

means that the 21st century skills of teachers in terms of life and career skills are

always evident.

As shown from the data that all 10 statements reveal a very extensive

result. Of which, the three (3) items which have the highest mean score are as

follows: working effectively in a climate of ambiguity and changing priorities

(4.57), adapting to varied roles, jobs responsibilities, schedules and contexts

Table 11. Extent of 21st Century Skills of Teachers

in terms of Life and Career Skills

No Life and Career Skills Mean Descriptive

Equivalent
1 adapting to varied roles, jobs responsibilities, 4.56 Very Extensive
schedules and contexts.
2 working effectively in a climate of ambiguity and 4.57 Very Extensive
changing priorities.
3 incorporating feedback effectively. 4.48 Very Extensive
4 dealing positively with praise, setbacks and criticism. 4.45 Very Extensive
5 setting goals with tangible and intangible success 4.53 Very Extensive
criteria.
6 utilizing time and manage workload efficiently. 4.54 Very Extensive
7 applying the assessment criteria of the activities as 4.47 Very Extensive
established in the subject's curriculum
8 knowing when it is appropriate to listen and when to 4.50 Very Extensive
speak.
9 respecting cultural differences and work effectively 4.52 Very Extensive
with people from a range of
social and cultural backgrounds
10 setting and meeting goals, even in the face of 4.55 Very Extensive
obstacles and competing pressures
Overall 4.52 Very Extensive
 64

(4.56), and setting and meeting goals, even in the face of obstacles and

competing pressures (4.45). These items serve as proofs that 21 st century skills

of teachers in terms of life and career skills are always evident.

This implies that teachers are professionally oriented and go beyond to

the call of teaching. Their teaching experiences help them to be expert in

overcoming to whatever challenges they encounter. They can perform their job

with grace amid unforeseen circumstances. They master the art of playing and

carrying out different roles in the field of teaching. They surely know how to

handle obstacles and pressures that surround them since they are used to it.

The findings of this study supported the contention of Prajapati et al. 2017)

believing that life skills training/ education takes into account psychosocial

competencies and interpersonal skills that help students to take right decisions,

solve problems, think critically and creatively, communicate effectively, build

healthy relationships, empathize with others, and cope with managing their lives

in a healthy and productive manner.

Vranda and Rao (2011) proved that life skills training enhanced their

psychosocial competencies. Meanwhile, Puspakumarag (2013) in his study

showed that life skills training was effective in preventing a wide range of

problems such as substance abuse, teenage pregnancies, violence, bullying and

to promote self-confidence and self-esteem among the adolescents. Roodbari,

Sahdipoor, and Ghale (2013) in their research showed that life skills training has

a positive effect and improves social development, emotional and social

adjustment, suggesting an increase in compatibility of children and public health.

 65

Summary on the Extent of 21st Century Skills of Teachers

Table 12 provides the summary on the extent of 21 st century skills of

teachers. It is exhibited that the overall mean of 21 st century skills of teachers is

4.49, which is in a very extensive level. This means that the 21 st century skills of

teachers are always evident.

Data show that all three (3) indicators are in a very extensive level. As

arranged chronologically, learning and innovation skills (4.52) and life and career

skills (4.52) both have the highest mean. Meanwhile, information, media, and

technology skills have the mean of 4.44.

The result implies that teachers have a very extensive 21st century skills

since these have been demanded from them. Given the fact that they need to

Table 12. Summary on the Extent of 21st Century Skills of Teachers

No Indicators Mean Descriptive

Equivalent

1 Learning and Innovation Skills 4.52 Very High

2 Information, Media and Technology Skills 4.44 Very High
3 Life and Career Skills 4.52 Very High
Overall 4.49 Very High

impart knowledge and skills to digital learners, it is expected from them to be

equipped with 21st century skills. They must possess the learning and innovation

skills, information, media, and technology skills, and life and career skills. These

skills surely help them to teach learners to be also technologically oriented

empowered with 21st century skills.

The favorable findings of this study supported the findings of Rusdin

(2018) emphasizing that the need in educating pupils to produce high quality
 66

generation with the capability to deal with 21st century globalization has become

a very important agenda nowadays. Teachers play the main role in determining

the outcomes of 21st century learning. Teachers’ perception and understanding

towards an innovation in education influence their action, decision and practice in

classroom. Teachers are the main factor that contributes to pupils’ performance

in mastering 21st century skills which consist of 4C’s: creativity, communication,

collaboration, and critical thinking skills.

Teachers play the main role in integrating technology in classroom routine

(Amran & Rosli, 2017). Integrating information technology and media and make it

relevant with pedagogy and teaching techniques play important parts in assisting

and support 21st century learning progress among pupils (Rahim & Abdullah,

2017). Integration of technology offers opportunities for pupils to master 21st

century skills like information skills, collaboration and self-access learning

(Walser, 2008; Amran & Rosli, 2017).

Significance of the Relationship Between the Extent of

Instructional Leadership of School Heads and
21st Century Skills of Teachers

Presented in Table 13 are the data on the significance of the relationship

between instructional leadership of school heads and 21 st century skills of

teachers. Reflected in the hypothesis, the relationship was tested at 0.05 level of

significance. The overall r-value of .688 with a p-value of <0.05 signified the

rejection of the null hypothesis. It means that there is a significant relationship

between instructional leadership of school heads and 21 st century skills of

 67

teachers. This shows that instructional leadership of school heads is correlated

with 21st century skills of teachers.

Doing a pairwise correlation among the measures of both variables, it can

be gleaned that instructional resource provider, maintain visible presence,

professional development, maximize instructional time, monitoring students’

progress, feedback on teaching and learning, and curriculum implementation

revealed computed r-values of 0.745, 0.688, 0.755, 0.655, .627, .625, and 0.725

respectively with p-values which are less than 0.05 in the level of significance.

This implies that as instructional resource provider, maintain visible presence,

professional development, maximize instructional time, monitoring students’

progress, feedback on teaching and learning, and curriculum implementation

increases, the 21st century skills of teachers increase.

Table 13. Significance of the Relationship Between Instructional Leadership of

School Heads and 21st Century Skills of Teachers

Instructional
Leadership Dependent r-value p- value Decision on Ho
Indicators Variable

Instructional 0.745 0.000 Ho is Rejected

Resource Provided

Maintain Visible 0.688 0.000 Ho is Rejected

Presence

Professional 0.755 0.000 Ho is Rejected

Development
21st Century
Maximize Skills 0.655 0.000 Ho is Rejected
Instructional Time

Monitoring Students’ 0.627 0.000 Ho is Rejected

Progress
 68

Feedback on 0.625 0.000 Ho is Rejected

Teaching and
Learning

Curriculum 0.725 0.000 Ho is Rejected

Implementation
Overall 0.688* 0.000 Ho is Rejected

*Significant at 0.05 significance level.

The result is in consonance to the study conducted by Baharuldin et al.

(2019) revealing that school administrative support plays an important role in

shaping the teachers’ ICT competence and improve teaching and facilitating. In a

study conducted by Saad and Sankaran (2021), the findings showed that the

level of principals’ instructional leadership practices was high. The finding also

showed that there was a significant relationship between the principals’

instructional leadership practices and teachers’ 21st century teaching and

facilitating methods in the school. The regression analysis showed that principals’

instructional leadership practices variable had a stronger effect on teachers' 21st

century teaching and facilitating methods.

Similarly, according to Hallinger (2005), instructional leadership methods

are still relevant and can continue in contributing to school’s excellence towards

the 21st century. As stated in the Malaysian Education Quality Standards,

instructional leadership practices are needed to ensure the accomplishment of all

the three waves in the Malaysia Education Blueprint 21st century 2013-2025

(Ministry of Education (MoE), 2012). It clearly shows that the direction of

instruction is mandatory for school leaders in Malaysia.

Regression Analysis on the Influence of Instructional Leadership on 21st Century

Skills
 69

Shown in table 14 is the regression analysis on the influence of

instructional leadership on the 21st century skills of school leaders. The overall p-

value (p<0.05) denotes that instructional leadership of teachers is a predictor of

parental engagement. The B values of the independent variable, instructional

leadership in terms of instructional resource provider, maintain visible presence,

professional development, maximize instructional time, monitoring students’

progress, feedback on teaching and learning, and curriculum implementation is

0.498, 0.487, 0.475, .455, .473, .485, and 0.489 respectively.

One unit change in instructional resource provider will lead to .498 unit

change in 21st century skills if the other predictor is at “0”. In the same way, one

unit change in maintain visible presence will lead to .487 unit change in 21st

century skills if the other predictor is at “0”. Also, one unit change in professional

Table 14. Regression Analysis on the Influence of Instructional Leadership on

21st Century Skills

21st Century Skills

β B
Instructional (Standardize (Unstandardiz
T Sig.
Leadership d ed
Coefficients) Coefficients)

Constant 0.852 0.135 6.877 0.000

Instructional 0.498 0.445 12.886 0.000

Resource Provider

Maintain Visible 0. 487 0. 442 12.712 0.000

Presence

Professional 0. 475 0. 415 12.654 0.000

Development
 70

Maximize 0.455 0.405 12.586 0.000

Instructional Time

Monitoring Student 0. 473 0. 412 12.615 0.000

Progress

Feedback on 0.485 0.422 12.715 0.000

Teaching and
Learning

Curriculum 0. 489 0. 445 12.820 0.000

Implementation

R 0.859

R2 0.764

F 425.215

p 0.000

development will lead to .475 unit change in 21 st century skills if the other

predictor is at “0”. Similarly, one unit change in maximize instructional time will

lead to .455 unit change in 21st century skills if the other predictor is at “0”.

Furthermore, one unit change in monitoring student progress will lead to .473 unit

change in 21st century skills if the other predictor is at “0”. In the same vein, one

unit change in feedback on teaching and learning will lead to .485 unit change in

21st century skills if the other predictor is at “0”. Lastly, one unit change in

curriculum implementation will lead to .485 unit change in parental engagement if

the other predictor is at “0”.

Among the seven, instructional resource provider indicates a higher

influence on 21st century skills compared to other indicators. Lastly, the

 71

coefficient of determination of r-squared value is also shown in the table which

was 0.764 or 76.4% of the 21st skills century is explained by the domains of

instructional leadership which are instructional resource provider, maintain visible

presence, professional development, maximize instructional time, monitoring

students’ progress, feedback on teaching and learning, and curriculum

implementation. Hence, the hypothesis that there is no domain in instructional

leadership that significantly influences 21st century skills is rejected.

The result of the study conforms to the competency model developed by

Hay Mc Ber (2003) theorizing that skills and knowledge are usually obtained

through courses and trainings and can also be related to academic qualification.

In this case, school heads as part of their instructional leadership may offer

teachers professional development to enhance their 21st century skills. The

development of an individual’s personal characteristics is very challenging and

has to be given special emphasis so as to achieve targeted success through

trainings and continuous development program. For this model, competency is

symbolized as an iceberg whereby skills and knowledge are at the tip of an

iceberg and are submerged in water. Whereas, trait or personality is positioned

under water and is unpredictable. In the 21st century, policymakers and

educators agree that improving the quality of K- 12 education requires effective

leadership practices and collaborative efforts. Successful leaders empower

teachers to be the best they can be in their own classrooms and they able to

extend their leadership to others so every faculty can lead positive changes.
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Another concept that supports the study is the Instructional Leadership

Model by Hallinger and Murphy (1985). Hallinger and Murphy (1985) defined

instructional leadership as principals' behaviors aimed at promoting and

improving the process of teaching and learning in schools involving teachers,

students, parents, school planning, school management, school facilities and

resources. Baharuldin et al. (2019) found that school administrative support plays

an important role in shaping the teachers’ ICT competence and improve teaching

and facilitating.

CHAPTER 4

Conclusion and Recommendations

Presented in this chapter are the findings based on the results of data

gathered, the conclusions drawn from the findings and the recommendations for

consideration.

Findings

The main focus of the study was to determine the significance of the

relationship between instructional leadership and 21st century skills of public

 73

school elementary teachers. The study was conducted in the selected

elementary schools in Davao del Sur Division. There were two hundred fifty

(250) elementary teachers who participated in this study. Descriptive

correlational method of research was used in this study utilizing adopted

research instruments. The said instruments were validated by the panel of

experts and subjected to pilot testing before it was made ready for administration.

Mean and Pearson Product Correlation of Coefficient were the statistical tools

used in analyzing the data. The hypothesis raised in this study was tested at 0.05

level of significance.

The major findings of the study were the following: the extent of

instructional leadership of school heads in public elementary schools is very

extensive. Meanwhile, the extent of 21 st century skills among the respondents is

very extensive. It was found out that there is a significant relationship between

instructional leadership of school heads and 21 st century skills of public school

elementary teachers. The hypothesis of no significant relationship between

instructional leadership of school heads and 21st century skills was rejected.

Conclusions

Based on the findings of this study, the following conclusions were offered:

The extent of instructional leadership of school heads of the public

elementary schools implies that it is always evident in the school. Meanwhile, the

extent of 21st century skills of teachers is always evident in the schools.

 74

Based on the findings, instructional leadership and 21 st century skills of

teachers are correlated. Also, instructional leadership of school heads

significantly influences 21st century skills of teachers. In fact, all domains of

instructional leadership, namely, instructional resource provider, maintain visible

presence, professional development, maximize instructional time, monitoring

students’ progress, feedback on teaching and learning, and curriculum

implementation significantly influence service commitment by registering a p-

value of .000 which is less than .05 in the level of significance. This leads to the

rejection of the null hypothesis. Further, the result indicates that for every unit

increase in the seven domains of instructional leadership, the 21st century skills

elementary teachers will increase.

Recommendations

The following suggestions were offered based on the conclusions of the

study:

1. The higher officials in the Department of Education may craft

effective policies, programs, projects, interventions and activities which may

intensify the instructional leadership of school heads and the 21 st century skills of

teachers.

2. School principals may find means in enhancing their instructional

leadership. They may also assess the status of their instructional leadership and

how does it affect the 21st century skills of the teachers. Moreover, they may also
 75

craft new interventions strengthening teachers’ 21 st century skills specifically on

information, media, and technology.

3. Teachers may take an effort keep on upgrading themselves. They may

attend various seminars, webinars, or any undertaking that would help them

reinforce their 21st century skills.

4. Future researchers may explore relevant information about instructional

leadership and 21st century skills of teachers. Also, other means of research

approach may be utilized to further explore the involved variables in this study.

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