Exploring the 21st Century Class Facilitation of Public Elementary Teachers

This study determined the quality of the teacher’s 21st century class facilitation along roles and as perceived in the classroom. Descriptive and comparative method to answer the research questions was employed. The respondents were the population of the three hundred and sixteen (316) grade 6 elementary pupils, nine (9) teachers, and six (6) school heads coming from six (6) elementary schools of one of the Divisions of Department of Education in the Philippines. Results revealed that the teachers’ quality of 21st century class facilitation of being a leader, collaborator, and model was satisfactory, while of being an adaptor and communicator was fair. There is no significant difference on the quality of the teachers’ 21st century class facilitation performance among roles while the students’ perception differs with the perceptions of the teachers. Recommendations were that seminar – workshop and trainings should be provided to enhance teachers’ communication skills and English proficiency, assist teachers to be able to adapt to the changing needs of the 21st century educational process. The school heads should make use of the teachers’ quality of being collaborator, leader, and model to benefit the community and at least uplift young learners to study well, should develop an assessment tool to assess and monitor teachers’ quality of class facilitation with an aim of helping teachers improve their class facilitation. Further, school heads should also conduct a formal mentoring with teachers, on-on-one interviews discussing ways to improve class facilitation and 21st century facilitators’ characteristics. Proper frequent class monitoring is needed.

Keywords – 21st century, class facilitation, adaptor, collaborator, communicator, leader, model