Year: 2025
Type: article
Abstract: This quantitative study examined the relationship between 21st-century attributes and teachers’ skills in relation to reading comprehension in Nabunturan East District, Davao de Oro Division. Employing a descriptive-correlational research design, the study involved 100 teacher-respondents and sought to determine how personal and professional characteristics, such as communication, innovation, technological proficiency, and career-readiness, affect instructional effectiveness in teaching reading comprehension. Anchored in Attribution Theory and Social Learning Theory, the research underscored how teachers’ dispositions, competencies, and behaviors influence both their teaching practices and student learning outcomes. The findings confirmed that both 21st-century attributes and teachers’ skills significantly contribute to the effectiveness of reading comprehension instruction, with each serving as key influencing factors. Attributes such as continuous learning, collaboration, and ethical responsibility, along with practical teaching skills involving media integration, adaptability, and initiative, were found to play pivotal roles. While communication skills and certain personal traits were positively perceived, they exhibited less direct impact on instructional success.
Author: Resma, Mary Rose
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W6912045032
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