Teacher Competence and 21st Century Skills in Transformation Schools 2025 (TS25)

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Universal Journal of Educational Research 8(8): 3536-3544, 2020 http://www.hrpub.org
DOI: 10.13189/ujer.2020.080829
Teacher Competence and 21st Century Skills in
Transformation Schools 2025 (TS25)
Jamilah Sulaiman*, Siti Noor Ismail
School of Education and Modern Languages, Universiti Utara Malaysia, Malaysia
Received May 2, 2020
;
Revised June 11, 2020; Accepted July 27, 2020
Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract The purpose of this study is to identify the
relationship between teacher competence and 21st century
skills. Besides, the study also examines the influence of
each dimension on teacher competence that contributes to
predictive factors in 21st century teachers' skills in teaching.
A total of 242 secondary school teachers TS25 Cohort 1
North Zone of Peninsular Malaysia selected as study
participants. The study also used quantitative approaches
involving systematic random sampling. There are two
instruments used in the study which are variables of teacher
competence based on the Malaysian Teacher Standards by
the Ministry of Education Malaysia (2009) and 21st century
skills based on the 21st Century Knowledge and Skills in
Teacher Educator framework by Partnership For 21st
Century Skills (2010). The analysis of the study shows that
there is a robust and positive relationship between
professional competence and 21st century skills among
teachers. The findings also predict that personal
characteristics, pedagogy, professional, information and
communication technology (ICT), as well as school
management and development, are significant contributors
to 21st century skills. The findings also show that the
dimensions of teacher competence have the potential to
help further develop the potential of teachers in line with
21st century learning (PAK-21) concepts. The 21st century
skills are the heartbeat for teachers to improve the quality
of teaching in line with current educational developments.
Keywords Teacher Competence, 21st Century Skills,
Transformation Schools, Pedagogy, 21st Learning Skills
1. Introduction
In realizing the best educational opportunities, there are
various ways to enhance the recruitment, training, and
re-exposure of teachers to make them a Malaysian citizen
who is competitive in the global market. Today, teachers
not only need to ensure that their academic achievement is
improving but at the same time they are developing a
workforce based on 21st century skills and a holistic
personality to meet the latest economic challenges [1].
This intention reflected in the 2013-2025 Malaysian
Education Development Plan (PPPM) report. In this
regard, the Ministry of Education Malaysia (MOE)
launched the 21st century learning method initiative as a
pilot plan in 2014 and fully implemented in 2015 [2].
The development of science and technology took place
very fast in the era of industrial revolution 4.0. This
situation requires humans to work on a complex
framework of thinking and communication skills. Thus,
the [3] has outlined four critical 21st century skills which
include learning and innovation skills, life and career
skills, information skills, media and technology and
necessary literacy skills. Teaching practices based on 21st
century skills elements have begun to be emphasized by
educational institutions to meet the demands of the
workforce in the market [4]. This phenomenon stems
from the urges and complaints of business organizations
that question whether graduates produced by educational
institutions are unable to compete in the global market,
either technical or soft skills. Excellent academic
achievement or a degree certificate will not guarantee
accessible job opportunities [5].
At the latest, organizations need a versatile package of
21st century skills such as thinking skills, interpersonal
relationships, the ability to apply the latest systems and
technologies as well as personal qualities [6]. Teamwork,
ethics, flexibility, initiative and motivation are additional
features that an employee needs in an organization [7].
Educational institutions such as schools are the best
organization in developing new skills for students to meet
market demands. As such, teachers' competencies strongly
emphasized in translating 21st century skills to students
through a more systematic teaching process.

Universal Journal of Educational Research 8(8): 3536-3544, 2020 3537
1.1. Problem Statements
In Malaysia, various efforts have been made by the
MOE to produce quality teachers in line with the 21st
century learning (PAK-21) concept. In this regard,
schools are the best place for teachers to apply 21st
century skills. The application of these elements of the
21st century skills can achieve through the Malaysian
Education Quality Standard 2 (SKPMg2) with particular
attention to Standard 4 [8]. This ambition reinforced by
the implementation of the Transformation School
Program 2025 (TS25), which supports five key pillars to
produce superior human capital, including promoting
active student engagement and producing competent and
highly motivated teachers.
On the other hand, [9] explain that competence is a
crucial characteristic of how a person behaves or thinks in
different situations and adapts to the changing times.
Attributes of expertise are a combination of knowledge,
skills, and abilities that translated through specific
behaviors in completing a task or position [10]. According
to [11], competence is acquired through either work
experience, life experience and can be learned or practiced.
Therefore, competence formulated as a set of knowledge,
skills, personal characteristics, and ways of thinking of a
teacher in performing the tasks efficiently and effectively
according to current demands. What matters is that this
skill or competence can learnt and upgraded according to
current needs.
Thus, 21st century skills implementation mechanisms
need to be refined and applied by teachers to improve
their competence. This situation has a massive impact on
the teaching and learning process. Teachers' ability to use
21st century skills based teaching has successfully
increased student motivation and engagement in
developing these skills [7]. However, large class sizes,
lack of teaching and learning facilities and a less
conducive environment are vital challenges for teachers in
implementing 21st century skills based teaching [12] [13].
The weakness mentioned above is something that never
solved until now. If this phenomenon persists, it is
unlikely that teachers will be able to demonstrate high
self-esteem in developing 21st century skills.
Therefore, further research is an indicator to examine
the impact of teacher competence on 21st century skills in
Malaysia. These skills are essential because they include
thinking skills, ways of working, tools for working, and
living skills in today's world [14]. Previous studies have
demonstrated the importance of teacher competence in
21st century skills and its influence on improving teaching
and learning quality [12] [15]. Besides, specific research
on 21st century skills among teachers is still inadequate
[16]. Based on the findings, it raises the possibility that
studies involving 21st century education need to be
expanded in Malaysia, especially in TS25.
1.2. Research Objectives
The objectives of this study are as follows:
a) To determine the level of teacher competency and
21st century skills,
b) To determine the differences in 21st century skills
based on demographic (gender and age cohort),
c) To identify the relationship between teacher
competency and 21st century skills,
d) To identify the effect of teacher competency on 21st
century skills.
2. Literature Review
2.1. Teacher Competency
Competence is a crucial characteristic of how a person
behaves or thinks in different situations and adapts to
change over time [9]. Besides, competence is something
that one does, and the results are observable [17].
Although the meaning and definition of the term
competency still debated [18], the purpose of this study is
to adapt the definitions proposed by [19]. According to
[19], competence is a group of behaviors that play a role
in achieving the desired outcome or outcome. In other
words, the capability is a person's ability to apply or use
his or her knowledge, skills, abilities, behaviors, and
personal characteristics to perform a difficult task in
particular roles and positions.
According to [20] there are five main components of
competence: (i) knowledge - referring to one's
information and knowledge, (ii) skills - referring to one's
ability to perform a particular task, (iii) self-concept and
values - refers to a person's attitude, values, and image, (iv)
characters - the ability to perform tasks in his / her field
and (v) the motives - emotions, desires, physiological
needs or impulses to action. The combination of elements
of nature and reason has identified as a critical driver for a
person to perform tasks without strict supervision. These
five components of competence are crucial behaviors that
influence high performance. This concept of competence
explained in Figure 1.
Figure 1. Competency Concept by [20]
The field of industrialization has succeeded in
highlighting its competency model until the concept has
adopted in education. In the educational perspective,

3538 Teacher Competence and 21st Century Skills in Transformation Schools 2025 (TS25)
competence described as a combination of knowledge
gained through experience and teachers' understanding of
teaching practice [7]. Expertise is also a group of
behaviors that play a role in achieving the desired
outcome [19]. Meanwhile, [9] explain that competence is
a complex undertaking, but the development and
application of the competency model is an investment in
proven human resources to achieve a more effective and
productive workforce.
Previous studies have provided a positive picture of
competency building to produce quality and professional
educators [7] [21]. The ability of teachers to translate
strategies, integrate knowledge and skills through
reflective practice had been a significant turning point for
the successful implementation of 21st century skills
practices. Other studies prove that competent teachers are
the ones who benefit their students [22]. High teacher
competence not only takes place in the classroom but also
engages in the implementation of co-curricular activities
[23]. Furthermore, studies among Islamic Education
faculty have shown that top competencies in ICT have
helped to improve the quality of student learning even
though e-learning culture is still low [24].
2.2. 21st Century Skills
The 21st century has changed all aspects of human life.
The various challenges that need to address are the effects
of globalization, liberalization, and the development of
ICT. Among the significant challenges of the national
education system to produce highly skilled Malaysians in
various fields through dynamic learning spaces [2]. In this
regard, Partnership for the 21st century has developed the
P21 Framework Definition as an effort to help teachers
integrate 21st-century skills in teaching.
Undeniably, the quality of the education system
depends on the quality of the teachers who manage it.
This statement shows that teachers play an essential role
in the success of any educational program, including
influencing student learning at a higher level. Teachers are
also vital to economic success and education
sustainability based on 21st century skills [25]. But it's not
an easy task. Studies show that Singapore faces many
challenges in developing 21st century skilled teachers [26].
This way makes the process of understanding the concept
of PAK-21 very complex and requires high levels of
competence among teachers. In addition to mastering the
curriculum, teachers should have robust and empathic
teaching skills and be able to learn current technology
skills [27] [28].
According to [29], teacher education should be
student-centered as well as integrating ICT in developing
21st century skills. This statement is in line with the study
of [30], who found that 21st-century skills have a broader
scope when compared to digital skills. Examples include
technical skills, information management, communication,
collaboration, creativity, critical thinking, and
problem-solving, as well as ethical awareness skills,
cultural awareness, flexibility, self-direction, and lifelong
learning. These skills intended to prepare students as
future human beings to compete in the global market [4].
Therefore, teachers must possess these 21st century skills,
such as necessary literacy skills, learning, and innovation
skills, information, media and technology, and life and
career skills, as outlined by the Partnership for 21st
Century Skills.
2.3. Research Framework
In this study, teacher competence divided into seven
dimensions, namely personnel character, curriculum,
planning, assessment and reporting, pedagogy,
professional, ICT, and school management and
development. These seven dimensions refer to [31]
Iceberg Competency Model. Each aspect tested to
determine whether it has an influence or not on the 21st
century skills of teachers in teaching. Figure 2 below
shows the research framework implemented.
Figure 2. Research Framework
3. Methodology
This study is a cross-sectional study of the variables of
teacher competence and 21st-century skills among high
school teachers of TS25 Cohort 1 North Zone of
Peninsular Malaysia. A quantitative approach used to
collect research data based on a large population. The
advantages of this approach are that it enables researchers
to obtain large amounts of data and information at one
time, easy to manage, process data quickly, and save on
research costs [32]. This situation is in line with a large
number of respondents and involves a large area of study.
3.1. Population and Sampling
The target population is the teachers at the TS25
Secondary School in the North Zone of Peninsular

Universal Journal of Educational Research 8(8): 3536-3544, 2020 3539
Malaysia. The teachers are selected based on groups of
groups with similar elements depending on the purpose of
the study [33]. The aspect of population homogeneity
needs to take into account the investigation to achieve its
goals, as stated in the previous objective. According to the
current population, the number of teachers in TS25 is 638
teachers. Therefore, a total of 242 teachers were selected
as study participants, as suggested by [34], involving nine
secondary schools.
Besides, the sample of teachers in this study used by a
random sampling method. According to [35], this
sampling method ensures better population coverage.
However, there are some additional criteria to be followed
to make teacher selection more accurate. Among the
requirements was that the selected participant was
engaged in a permanent teacher position while the
administrators excluded from the study sample.
3.2. Instrumentation
This study contains two types of instruments. First, the
Malaysian Teacher Standard (SGM) instrument issued by
[36] used to measure the variables of teacher competence.
A total of 42 items were adapted and processed based on
several other teacher competence standards from other
countries. Second, 21st century skill instruments adapted
from the original 21st Century Knowledge And Skills In
Educator Preparation source provided by the [3]. A total
of 32 items used to illustrate the overall variables of 21st
century teachers' skills in teaching.
The instrument reliability testing session conducted
through a pilot study. According to [35], pilot study aimed
to validate the suitability and reliability of the instrument
before it distributed to respondents in the real field. Based
on the pilot study, the authenticity of the instrument based
on Cronbach's Alpha (α) values. Items with a high degree
of reliability have the potential to be accepted as
instruments in the actual study. Therefore, Cronbach's
Alpha value of the tool described in Table 1.
Table 1. Reliability of Instruments
Sections Items α
Personal Characteristic
Curriculum
Planning, Evaluation & Reporting
Pedagogy
Professional
Information & Communication
Technology
School Management & Development
10
4
5
6
6
5
6
0.90
0.85
0.86
0.91
0.91
0.88
0.91
Overall:
Teacher Competence
21
st
Century Skills
42
32
0.96
0.97
3.3. Data Analysis
This study involved descriptive statistics data analysis
and statistical inference analysis. Descriptive statistics
used to describe participant profiles such as gender,
age-cohort and teaching experience. Besides, the level of
each study variable was determined based on the mean
and standard deviation. Statistical analysis of inferences,
such as the Pearson correlation also used to study the
relationship between teacher competence and 21st century
skills. Multiple regression analysis used to determine the
predictor factors of teacher competence on 21st century
skills. All data collected were analyzed using Statistical
Package for the Social Sciences (SPSS) version 24.0.
4. Findings
4.1. Profile of the Participants
Participants in this study were 242 teachers of TS25
Cohort 1, North Zone of Peninsular Malaysia comprising
62 male teachers (25.6%) and the remaining 180 female
teachers (74.4%). A total of 147 teachers (60.70%) were
between the ages of 25 and 42 (Y generation), followed
by 89 teachers (36.8%) aged between 43 and 54 (X
generation). Besides, six teachers (2.5%) aged 55 to 59
(Baby Boomers) selected as participants in this study.
Analysis of the data found that participant were various
nations with 213 teachers (88.0%) are Malays, 15 teachers
(6.2%) are Chinese, 11 teachers (4.5%) Indian and three
teachers (1.2%) other races. A summary of participants
demographic analysis is shown as Table 2 below.
Table 2. Participants by Gender, Age Cohort and Nations
Demographics Details Frequencies %
Gender
Male
Female
62
180
25.6%
74.4%
Age Cohort
Y Generation
X Generation
Baby Boomers
147
89
6
60.7%
36.8%
2.5%
Race
Malay
Chinese
Indian
Others
213
15
11
3
88.0%
6.2%
4.5%
1.2%
4.2. The Level of Teacher Competence and 21st Century
Skills
The interpretation of mean values in this study was
categorized into three sections namely high (4.01 - 5.00),
medium (2.01 - 4.00), and low (1.00 - 2.00) [37]. Based
on the research analysis, the seven dimensions of teacher
competence recorded different levels of the mean. Four of
the seven dimensions of teacher competence at the highest
level were preceded by professional with the highest mean
values (M = 4.28, SD = 0.45), followed by personal
characteristics (M = 4.19, SD = 0.41), curriculum (M =
4.18, SD). = 0.48), and pedagogy (M = 4.06, SD = 0.47).
The other three dimensions were identified as mean scores
at a moderate level starting with school management and
development (M = 3.98, SD = 0.51), followed by planning,

3540 Teacher Competence and 21st Century Skills in Transformation Schools 2025 (TS25)
evaluation and reporting (M = 3.97, SD = 0.47) and
ending by ICT (M = 3.80, SD = 0.60). Overall, the level
of teacher competence was high (M = 4.07, SD = 0.38), as
shown in Table 3 below.
Table 3. The Level of Teacher Competency
Dimensions
M
SD
Level
Personal Characteristic
Curriculum
Planning, Evaluation & Reporting
Pedagogy
Professional
ICT
School Management & Development
4.19
4.18
3.97
4.06
4.28
3.80
3.98
0.41
0.48
0.47
0.47
0.45
0.60
0.51
High
High
Medium
High
High
Medium
Medium
Overall
4.07
0.38
High
Further, the results show that the dimensions of 21st
century skills are at varying levels. Dimensions of various
literacies (M = 4.22, SD = 0.59) recorded the highest
mean values followed by life skills and career (M = 4.08,
SD = 0.54). Meanwhile, the dimensions of information,
media and technology (M = 3.30, SD = 0.56) and learning
and innovation (M = 3.79, SD = 0.54) displayed moderate
mean values. In summary, the mean value of 21st Century
skills variables was moderate (M = 3.97, SD = 0.45)
among teachers at TS25 secondary school, as shown in
Table 4 below.
Table 4. The Level of 21st Century Skills
Dimensions
M
SD
Level
Various Literacies
Learning & Innovation
Information, Media & Technology
Life Skills & Career
4.22
3.79
3.80
4.08
0.59
0.54
0.56
0.47
High
Medium
Medium
High
Overall 3..97 0.45 Medium
4.3. Differences in 21st Century Skills Based on Gender
and Age Cohort
Based on the t-test, the findings indicate that there was
no significant difference between male and female
teachers in 21st century skills, t (240) = 1.50, p > 0.05.
This situation explains that there is no difference in the
21st-century skills level between male and female
teachers at TS25 secondary school. However, the mean
value of male teachers was higher (M = 4.05, SP = 0.45)
compared to the mean of female teachers at the moderate
level (M = 3.95, SP = 0.45) on 21st century skills. The
results of the Levene’s Test for Equality of Variance
found that the p-value was insignificant (p = 0.081, p >
0.05), thus proving that both genders meet homogeneous
variance assumptions and that these conditions met.
Further details of the t-test analysis showed in Table 5
below.
Table 5. A T-Test Analysis of 21st Century Skills by Gender
Gender N M SD t-value df
Male
Female
62
180
4.05
3.95
0.45
0.45
1.50
240
Further, the ANOVA test showed no significant
differences based on age cohort on 21st century skill level
(F = 2.86, df = 241, p = 0.06). However, Levene's Test for
Equality of Variance showed that p values were not
significant (p = 0.728, p > 0.05), then the variance of age
group or generation cohort is homogenous and fulfilled.
Table 6 shows the mean scores for Baby Boomers
generation at the high level (M = 4.41, SP = 0.45), while
the X generation (M = 3.96, SP = 0.43) and Y generation
(M = 3.96, SP = 0.46) are at the medium level to 21st
century skills.
Table 6. An ANOVA Analysis of 21st Century Skills by Age Cohort
Age Cohort N M SD F df
Y Generation
X Generation
Baby Boomers
147
89
6
3.96
3.96
4.41
0.46
0.43
0.45
2.86
2,239
4.4. Relationship between Teacher Competence and 21st
Century Skills
Based on Table 7 below, it shows the relationship
between professional competence against 21st century
teachers' skills in teaching. Based on the Pearson
correlation coefficient (r), both variables had strong
correlations, with r = 0.772, p = 0.00 (p < 0.01). This
result demonstrates that teacher competence provides a
strong link to 21st century skills in teaching for TS25
North Zone of Peninsular Malaysia teachers. The results
of the Pearson correlation are shown in Table 7.
Table 7. Correlation Analysis between Teacher Competence and 21st
Century Skills
Variables TC 21st CS
TC
21st CS
Pearson’s Correlation
Sig. (2-tailed)
Pearson’s Correlation
Sig. (2-tailed)
1
0.772**
0.00
0.772**
0.00
1
(Note: TC – Teacher Competency; 21st CS – 21st Century Skills)
There are seven dimensions of teacher competence
tested in the search for 21st century teachers' skills. The
dimensions of school management and development
showed a significant and strong correlation between the
seven dimensions (r = 0.673, p< 0.01), followed by
professional practice (r = 0.661, p < 0.01), and pedagogy
(r = 0.652, p < 0.01). At the same time, there are three
dimensions that show a strong relationship with personal
characteristics (r = 0.593, p < 0.01), followed by planning,
evaluation and reporting (r = 0.587, p < 0.01), information
and communication technology (r = 0.593, p < 0.01), and
concluded by the curriculum (r = 0.505, p < 0.01). The
correlation coefficients based on the dimensions of
teacher competence and 21st century skills among teachers
are summarized, as shown in Table 8 below.

Universal Journal of Educational Research 8(8): 3536-3544, 2020 3541
Table 8. Correlation Analysis Based on Teacher Competency
Dimensions
Dimensions 21st CS
Pearson’s
Correlation
Personal Characteristic
Sig. (2-tailed)
Curriculum
Sig. (2-tailed)
Planning, Evaluation & Reporting
Sig. (2-tailed)
Pedagogy
Sig. (2-tailed)
Professional
Sig. (2-tailed)
ICT
Sig. (2-tailed)
School Management & Development
Sig. (2-tailed)
0.594**
0.00
0.502**
0.00
0.587**
0.00
0.652**
0.00
0.661**
0.00
0.568**
0.00
0.673**
0.00
(Note: 21st CS – 21st Century Skills)
4.5. The Effect of Teacher Competency on 21st Century
Skills
The results of the multiple linear regression analysis are
shown as in Table 9 below. The value of R2 explains the
amount of the variance in 21st century skills that is a
dependent variable. This result means that the seven
dimensions of teacher competence contribute 63.50% to
the 21st century skills of teachers in teaching in the TS25
North Zone of Peninsular Malaysia. Meanwhile, the value
of F = 58.134 in the ANOVA analysis results revealed
that there was a significant level with p < 0.05.
Table 9. Multiple Linear Regression Analysis of Teacher Competency
on 21st Century Skills
Dimensions Beta T Sig
(constant)
Personal Characteristic
Curriculum
Planning, Evaluation & Reporting
Pedagogy
Professional
ICT
School Management &
Development
0.141
0.023
-0.007
0.147
0.174
0.197
0.330
0.920
2.470
0.390
-0.106
2.278
2.658
4.042
6.242
0.000
0.014
0.697
0.915
0.024
0.008
0.000
0.000
R2 value
Adjusted R2 value
F Value
Sig.
0.635
0.624
58.134
0.000**
According to Table 9, the findings indicate that there
are five dimensions of teacher competence that have a
significant impact on 21st century skills. These dimensions
of school management and development (β = 0.330, p <
0.05) accounted for the greatest significant influence
followed by information and communication technology
(β = 0.197, p < 0.05), professionals (β = 0.174, p < 0.05),
pedagogy (β = 0.147, p < 0.05), and personal
characteristics (β = 0.141, p < 0.05). However, curriculum
(β = 0.023, p > 0.05), and planning, assessment and
reporting (β = -0.007, p > 0.05) did not contribute
significantly to the 21st century skills among TS25
teachers of Northern Peninsular Malaysia. Overall,
dimensions of teacher competence accounted for 63.5% of
which R2 values 0.635 on 21st century teachers' skills.
5. Discussions
Teacher competence or professionalism, integrating
practical knowledge and contextual knowledge through
the practice of continuous reflection has always been a
critical turning point for successful implementation of 21st
century skills practices. Average worldwide studies have
shown that there are positive signs in building quality
educator competencies [7] [21]. Indeed, a competent
teacher is the one who benefits his students. This view
supported by a quantitative study of 91 teachers who
found that teachers had excellent competence in dealing
with dyslexic students at 64.8% and reinforced with the
results of their interviews [22]. Not only in the classroom,
but teacher competencies highest in the implementation of
co-curricular activities. Besides, teachers can evaluate
their ability to apply ICT in improving the quality of
teaching and learning of students. Studies among Islamic
Education lecturers have shown that they have a high
capacity to use ICT, but the ability to create e-learning
culture is still low [24]. Thus, these findings support the
findings of this study where the level of competency of
TS25 secondary school teachers in the Northern Region of
Peninsular Malaysia is high.
As predicted, the findings indicate that the 21st century
skill level is at a moderate level. This situation is
supported by previous studies that have found that the
application of strategies and thinking skills in teaching is
at an average level [38]. In addition to teaching-based
teaching, the use of media and technology is also one of
the methods of teaching strategies based on 21st century
skills. According to [39], the readiness of teachers to use
multimedia in teaching is high. But complaints about
infrastructure weaknesses and access to the internet have
significantly affected teachers' confidence in media and
technology use. Therefore, [40] suggest that ICT
competency training and management implemented to
improve teacher competence. Teachers believe that the
use of media and technology can foster action in
producing interactive learning and ultimately improve the
quality of teaching [41]. These studies illustrate the
confidence and success of education practitioners to
interact and adapt various 21st century skills in improving
teaching quality.
Regarding gender, the findings show that there is no
significant difference between male and female teachers
in 21st century skills practices. However, higher meanings
of male teachers than female teachers indicate that they
are more likely to integrate elements of 21st century skills
into the classroom teaching and learning process. This
view is also supported by [42], who found that male
teachers are more willing to explore, deepen, and more
receptive to innovation than female teachers, in particular,

3542 Teacher Competence and 21st Century Skills in Transformation Schools 2025 (TS25)
using technology.
Meanwhile, age factors are associated as determinants
of acceptance and implementation of a change in teacher
teaching style. However, the findings of this study reveal
that in contrast to age, teachers do not show significant
differences in 21st century skills in teaching despite
differences in mean values. According to [24], the 21st
century skills element found no significant difference
between the age of teachers based on the experience of
teaching 21st century skills. The same view was expressed
by [43] through his study, which found that age is not a
barrier for teachers to apply teaching based on 21st century
skills. In conclusion, the ability of teachers to absorb
elements of 21st century skills in lesson depends on their
effectiveness rather than age factors.
As you know, PPPM 2013-2025 has given a severe
emphasis on the transformation of education based on
new skills of the 21st century. The results of this study are
in line with national education aspirations. Teacher
competence found to show a strong and positive
relationship to 21st century skills among TS25 secondary
school teachers in the Northern Region of Peninsular
Malaysia. As such, it provides a positive indication of
teachers' ability to incorporate 21st century skills in
teaching. But it's not that easy, and other studies show
different findings. Teachers need to enhance their
communication skills, collaborate, be more creative and
innovative and ICT literate to succeed in applying 21st
century skills in teaching [44]. Recently, ICT has
succeeded in changing the daily routine of teachers in
formulating teaching strategies in the classroom to
support the implementation of the existing curriculum
[45]. School principals and school management are vital
to the success of 21st century skills development,
especially in the provision of ICT infrastructure, software
and appropriate training opportunities to enhance teachers'
competencies.
The final objective of this study was to determine the
dimensions of teacher competence influencing
21st-century skills. The study found that personal
characteristics, pedagogy, professional, ICT and school
management and development contributed 63.5% of 21st
century skills. Previous studies show that the dimensions
of school management and development strongly
significant by the success of the 21st century skills practice.
The survey of [46] acknowledged that school management
and development cooperation are crucial to 21st century
skills among teachers and thus improve student quality. In
line with this, the school management is responsible for
fostering and realizing teaching based on elements of 21st
century skills and student-centered learning as well as
effective use of technology [15]. Therefore, competent
leaders and teachers are needed to build schools
effectively.
In the meantime, pedagogy also influences 21st century
skills. This finding is in line with [47] recommendation
for the pedagogical shift towards emphasizing critical
thinking skills by encouraging them to use inductive and
deductive reasoning, analyzing, interpreting, reflecting
and evaluating. Furthermore, 21st century learning and job
descriptions are not merely related to the application of
technology alone, however it more important is the ability
to engage in independent critical thinking, and the high
level of problem-solving in pedagogy as the technology
used. In this regard, school leadership should encourage
teachers to produce high impact pedagogy with the help of
technology [40],[41].
6. Conclusions
The 21st century skills-based teaching is increasingly
being emphasized among educators, either teachers or
school administrators. In this case, student learning can
enrich through PAK-21 and also can translate through the
active involvement of teachers in 21st century skills-based
teaching. Teachers have great opportunities and
competencies to diversify their teaching methods, and at
the same time, the presence of technology helps create a
more interactive and meaningful teaching environment.
This situation, in turn, enhances student engagement in
each activity. High competencies in the implementation of
teaching based on 21st century skills elements have
enabled teachers the opportunity to explore and generate
more ideas for translating learning outcomes more
efficiently [26],[30].
Teacher competence has a massive influence in
ensuring that 21st century skills practices are implemented
successfully in educational organizations. As a teacher,
they can hone their talents and polish their potential to
embody superior personal competencies. Thus, the 21st
century's new skills that educationists often acquire can be
realized through a more inclusive and real-world approach
by competent and highly motivated teachers. Therefore,
the scope of 21st century skills related research among
teachers needs to expand. Aspects of future studies need
to be more comprehensive, including testing of influences
and the production of models that have an impact on 21st
century skills culture.
Acknowledgments
This article was conducted as part of a doctoral study
by the first author at Universiti Utara Malaysia. The first
author is also a senior assistant principal at SMK Jerai,
Baling, Kedah and has extensive experience in the
management and implementation of 21st century learning.
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