Readiness of TLE teachers in the public secondary school addressing the 21st century learning skills in 4th district of Pangasinan

OCOMEN, LOWELLA V. and Asis, Romae R. de and Hernaez, Maria Krisia Fae D. (2025) Readiness of TLE teachers in the public secondary school addressing the 21st century learning skills in 4th district of Pangasinan. International Journal of Science and Research Archive, 16 (1). pp. 466-488. ISSN 2582-8185

This research aimed to study the readiness of the TLE teachers in the public secondary school addressing the 21st Century Learning Skills. 30 junior high school TLE teachers teaching TLE subjects for 5 years and more were chosen from the 5 public mother schools in the 4th district of Pangasinan using purposive sampling. The study involved the gathering of the demographic profile of the respondents along age, sex, civil status, course graduated, major area of specialization, number of years teaching TLE subjects, and related trainings to assess the relationship between profile of the respondents, the readiness of TLE teachers and challenges faced by the TLE teachers towards the 21st century learning skills. A level and challenge-based questionnaire was used to assess their readiness in addressing the 21st century learning skills areas in terms of mastery of subject matter, classroom management, preparation of learning material, and teaching strategies. On the level of readiness, TLE teachers possess a robust level of readiness to deliver 21st century learning skills across all examined areas and are confronted with a complex array of challenges as they work to deliver 21st century learning skills. Key barriers include rapid technological change, inadequate resources, limited professional development, and the need to adapt to diverse and evolving student needs. Despite these obstacles, TLE teachers remain committed to their roles as facilitators of learning. Addressing these challenges requires systemic support, increased access to updated resources and technology, ongoing professional development, manageable class sizes, and collaborative opportunities for sharing best practices.