10 LITERACY Dandy

Chapter 1
THE PROBLEM
Background of the Study
Teaching in the 21st century has to evolve and adapt to the changing
needs of our new generation of learners, who have different sets of values,
languages, and pop-cultures, and different ways of thinking, reacting,
responding, and getting motivated. Learners of this century are techno-savvy,
their internet and digital technology skills and competencies, as well as their use
of technology as powerful learning tools. They come from more diverse
backgrounds and cultural identities and have new traits of independence,
creativity, open-mindedness, and enterprising minds.
Information and Communication Technology also created changes in the
way people communicate throughout the world. Cellular phones, computers, the
internet and other forms of mass media are becoming more popular and
accessible. All these changes create great challenge on the part of the teachers.
The teachers have to cope with the changing times and to work together with
the parents for the future of the youth.
Teachers are considered as the yardstick that substantiate the quality of
education in any level. It is the teacher who supports the success of the
educational system. It is on the teacher’s shoulder where the entire educational
system rests as she shapes the future of the youth. Teachers can transform the
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children into human beings with a positive attitude, confidence and motivation to
pursue excellence (Dhavale, 2010).
A teacher’s performance is viewed as a concept that focuses on the
degree or extent to which she is able to execute and accomplish the assigned
tasks, duties and responsibilities. Her performance can be measured using the
outcome perspectives which focuses on the extent to which a teacher is able to
beat deadlines, or to achieve targets or objectives that may be set in terms of
the number of hours worked, number of students that have passed
examinations, the behavior of students, and a variety of other outcome
measures (Boyd, Grossman, et.al 2006).
It is however disheartening to note that the quality of Philippine education
is declining. With the contemporary conditions of the Philippine educational
system where students have performed generally low, it is essential to
investigate on the competencies of teachers handling the basic of education.
Elementary education is the foundation of higher education hence, teachers’
competencies have to be evaluated to actually assess the real scenario and
remedies be implemented to improve the quality of education afforded to the
youth. This can only be attained when teachers would be the so-called 21 st
century teachers, the 21st Century Educator.

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If students are centric, holistic, teachers must be teaching about how to
learn as much as teaching about the subject area, that they must be 21st
Century learners as well. But teachers are more than this, presented in figure 1.
Figure 1. Characteristics of the 21st Century Teacher

(edorigami.wikispaces.com/21st+century+teacher)
The Adaptor. The 21st Century teacher is an adaptor. Harnessed as
teachers are to an assessment focused education model the 21st Century
Educator must be able to adapt the curriculum and the requirements to teach to
the curriculum in imaginative ways. They must also be able to adapt software
and hardware designed for a business model into tools that can be utilized by a
variety of age groups and abilities. They must also be able to adapt to a dynamic
teaching experience. When it all goes wrong in the middle of a class, when the
technologies fail, the show must go on. As an educator, teachers must

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understand and apply different learning styles. They must be able to adapt to
teaching style to be inclusive of different modes of learning.
The Visionary. The 21st century teacher is Visionary. Imagination, a key
component of adaptability, is a crucial component of the educator of today and
tomorrow. They must see the potential in the emerging tools and web
technologies, grasp these and manipulate them to serve their needs. The
visionary teacher can look at others ideas and envisage how they would use
these in their class. The visionary also looks across the disciplines and through
the curricula. They can make links that reinforce and value learning in other
areas, and leverage other fields to reinforce their own teaching and the learning
of their students.
The Collaborator. Ning, Blogger, Wikispaces, Bebo, MSN, MySpace,
Second life - as an educator we must be able to leverage these collaborative
tools to enhance and captivate our learners. We too, must be collaborators;
sharing, contributing, adapting and inventing.
The Risk taker. There are so many, so much to learn. You must take risks
and sometimes surrender yourself to the students’ knowledge. Have a vision of
what you want and what the technology can achieve, identify the goals and
facilitate the learning. Use the strengths of the digital natives the students. The
learning pyramid shows that the highest retention of knowledge comes from
teaching others. Trust your students.

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The Learner. Teachers must expect the students to be life long learners.
Many schools have the phrase “life long learners” in there mission statements
and objectives. Teachers too, must continue to absorb experiences and
knowledge. They must endeavour to stay current. In my subject area,
Information technology and certainly in many of the sciences, especially the life
sciences; knowledge, understanding and technology are fluid and dynamic, they
are evolving and changing. To be a teacher here you must change and learn as
the horizons and landscape changes. The 21st Century teacher or educator must
learn and adapt.
The Communicator. “Anywhere, anytime” learning is a catchphrase that
is heard often. Usually it is paired with “life learner”. To have anywhere anytime
learning, the teacher too must be anywhere and anytime. It does not have to be
the same teacher, but the 21st Century teacher is a communicator. They are
fluent in tools and technologies that enable communication and collaboration.
They go beyond learning just how to do it, they also know how to facilitate it,
stimulate and control it, moderate and manage it.
The Model. Teachers must model the behaviours that are expect from our
students. Today and tomorrow more so, there is an expectation that teachers
will teach values. Teachers are often the most consistent part of the student’s
life. Teachers will see the students more often, for longer and more reliably than
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their parents. The 21st Century educator also models reflective practice, whether
it is the quiet, personal inspection of their teaching and learning, or through
reflective practice via blogs, twitter and other medium, these educators look both
inwards and outwards. These teachers also model a number of other
characteristics. These are not necessarily associated with ICT or the curriculum,
but are of equal importance. They model tolerance, acceptance, a wider view
than just their curricula areas, global awareness and reflection.
The Leader. Whether they are a champion of the process of ICT
integration or the quiet technology coach, the ICT Trainer and a teacher leading
by example; A maverick or early adopter, the 21st Century Educator is a leader.
Leadership, like clear goals and objectives crucial to the success or failure of any
project.
With the advent of the 21st century teacher, teaching styles must suit the
learning styles of the new breed of students. The teachers should equip
themselves with the given characteristics much more the literacies necessary to
meet the challenges of the 21st century, hence this study.
Statement of the Problem
This study determined the level of 21st century literacy of Anda high
school teachers during the school year 2014 to 2015.

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Specifically, this research will answer the following questions:
1. What is the profile of the public high school teachers in terms of the
following:
a. age;
b. sex;
c. civil status;
d. highest educational attainment;
e. position/rank; and
f. seminars/trainings attended?
2. What is the level of 21st century literacy of Anda high school teachers as
perceived by the school heads and the teachers themselves along the following:
a. The Arts and Creativity Literacy;
b. Ecoliteracy;
c. Cyberliteracy or Digital Literacy;
d. Financial literacy;
e. media literacy;
f. social literacy;
g. emotional literacy; and
g. Globalization and Multicultural Literacy?

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3. Is there a significant difference between the level of 21 st century
literacy of Anda high school teachers as perceived by the school heads and the
teachers themselves?
4. Is there a significant relationship between the levels of 21 st century
literacy of Anda high school teachers across their profile variables?
5. What measures can be proposed to enhance the literacies of teachers?
Hypotheses
The following null hypotheses was tested at the .05 level of significance:
1. There is no significant difference between the levels of 21 st century
literacy of Anda high school teachers as perceived by the school heads and the
teachers themselves?
2. There is no significant relationship between the levels of 21 st century
literacy of Anda high school teachers across their profile variables?
Scope and Delimitations of the Study
This research work was delimited to the public high school teachers in the
district of Anda during the school year 2014 to 2015. Anda district is composed
of six (6) public high schools. Teacher respondents were chosen through random
sampling while all the school heads were taken as respondents.
Significance of the Study

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This research is of notably importance to the curriculum makers, school
administrators, teachers, parents, other researchers and the students.
Curriculum Makers. Findings of this study could serve as the start off for
the curriculum makers to plan for curricular innovations for educators about the
21st century literacies that should be developed among teachers through
seminars and trainings in order for them develop among the learners in the
country.
School Administrators. This study can increase the knowledge of school
administrators about the 21st century literacies in order for them to be supportive
of the activities in developing them to the teachers and students. Through this
study, the school heads could give due importance to the full development of the
students.
Teachers. This study would be of great importance to teachers to
increase their awareness of the 21st century literacies which are very important in
order to better impart them to the students.
It would also give better insights for teachers on how to increase
awareness of the students about what literacies the students are strong and
where they are weak in order for the students to become a whole rounded
individual.
Learners. The result of this study may lead to the different strategies and
techniques to be utilized by teachers in improving the 21 st century literacies

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which is of great importance to students, the learners to become globally
competitive.
Parents. This study is extremely important for the parents to bring to fore
their awareness of the 21st century literacies which are necessary in order for
them to better help develop among their children.
Definition of Terms
There are terms used in this manuscript which are unfamiliar and
uncommonly used hence, the need to clarify them for better understanding.
Creativity. This is the skill of being inventive, innovative and artistic. This
literacy is manifested in imaginative, creative ways and expressed through the
production of various original art works.
Ecoliteracy. This literacy refers to the awareness and practice for
protection the environment. It entails acquiring knowledge about climate change,
pollution, loss of natural habitats and biodiversity as well as the impacts of
environmental problems on human lives.
Cyberliteracy or Digital Literacy. This refers to the Information and
Communication Technology knowledge of teachers. Information and
Communication Technology (ICT) literacy is the interest, attitude and ability of
individuals to appropriately use digital technology and communication tools to
access, manage, integrate and evaluate information, construct new knowledge,

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and communicate with others in order to participate effectively in
society.“ (OECD, PISA Framework for ICT Literacy, 2003).
Financial Literacy. This refers to the knowledge about the basics of
economics and financial management that can extend the skills into livelihood
activities, entrepreneurship, and wise handling of personal finances.
Media Literacy. This refers to the knowledge and skills in the area of
communications particularly the media in order to discern news and information
based on the form and content. This is the literacy that enhances the abilities of
students to analyze, process, and evaluate information they find on the internet.
Social/Emotional Literacies. These are the acquired social skills that
are attuned to the norms of the current society. These must also be developed
to be able to effectively manage the stresses of a fast-paced 21 st century society.
Globalization and Multicultural Literacy. These refers to the culture
of respect for cultural diversity. There is value in having a perspective as a global
citizen whose local actions can have an impact on the wider global arena. These
include the understanding of how world events may also affect the community at
the local level.

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Chapter 2
RELATED LITERATURE AND STUDIES
This chapter presents the literature and products of research studies that have
some bearing to the present study. These are deemed important for further
elucidation of the findings of this work.
RELATED LITERATURE
The Southeast Asian Region has seen several social, technological,
ecological, economic and political changes that have affected the way its
societies have evolved and adapted. There are many common cultural, political,
and social forms that are shared across Southeast Asian countries. Most of these
countries are faced with two main problems: addressing inequalities in education
(equity) and enhancing the quality of the instructional process.
There are eight characteristics, or attributes of 21st century education.
These are: 1) Integrated and Interdisciplinary; 2) Technologies and Multimedia;
3) Global Classrooms; 4) Creating/Adapting to Constant Personal and Social
Change, and Lifelong Learning;5) Creating/Adapting to Constant Personal and
Social Change, and Lifelong Learning; 6) Student-Centeredness; 7)Project-based
and Research-driven; 8) Relevant, Rigorous, and Real-world.
The Philippines as part of the Southeast Asian nations must cope with the
characteristics of the 21st century.

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With the wealth of information that can be easily accessed through
various media - the Internet, TV, radio, printed materials, formal and informal
instruction teachers have to guide the students in learning skills or competencies
that have great use for them to adjust to the demands of the 21st century.
As a 21st century teacher, one must be familiar with the new literacies, or
new areas of learning, that have to be emphasized and prioritized when handling
teaching and learning activities. These literacies must be developed by the
teachers themselves before they can impart them to the students. These
literacies are to wit:
1. The Arts and Creativity Literacy. This literacy can be manifested in
creative ways of problem-solving and expressed through the production of
various art works. Teachers and students need to be more adept in the arts and
manifest creativity in various activities.
2. Ecoliteracy. This entails acquiring knowledge about climate change,
pollution, loss of natural habitats and biodiversity as well as the impacts of
environmental problems on human lives. Moreover, solutions on how these
environmental problems could be addressed must also be practiced. Teachers
and students need to develop awareness of the environment.
3. Cyberliteracy or Digital Literacy. This is also otherwise known as
Information and Communication Technology (ICT) literacy. Workplaces of the
21st century rely heavily on electronic (digital) forms of data storage and
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management as well as in the area of communications. Teachers and students
need to develop familiarity and skills in the use of computers, the internet and
other information technologies.
An Information and Communication Technology literate, or ICT-literate
individual is able to: determine the extent of the information needed, access the
needed information effectively and efficiently, evaluate information and its
sources critically, incorporate selected information into his or her knowledge
base, use and communicate information effectively to accomplish a specific
purpose. This competency is based on the reality that societies and workplaces
have now become more information-driven through electronic devices.
It is important that teachers and students not only are familiar with ICT
and its use in daily life and in the life as a teacher, but they must also keep in
step with the fast pace of changes that ICT undergoes. For example, computers
nowadays tend to be lighter, more portable, and more user-friendly, compared
to the bigger and bulkier computers in the past. In fact, nowadays, persons are
no longer limited to computers with the advent of mobile phones that can be
used to surf the internet, take pictures, watch movies, play songs, and at the
same time maintain its primary use: for making phone calls and sending short
message service (SMS/text messages).
Given these gadgets, information seems to be at everyone else’s fingertips
but surely, one must have stopped somewhere and began to question which
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among these sources of information is the most reliable, accurate, and timely.
Teachers must prepare the students with the skills they need to access and use
these various information sources wisely, creatively, critically, and safely.
Tinio (2003) defined ICT as a “diverse set of technological tools and
resources used to communicate, and to create, disseminate, store, and manage
information.” These technologies include computers, the internet, broadcasting
technologies (radio and television), and telephony.
With technology growing by leaps and bounds, and the information
explosion in the 2st century, it is important for teachers and students alike to
have knowledge, skills attitudes, and values of an ICT-literate person. Gone are
the days when the city or university library alone held a trove of information that
users accessed usually only during weekends from eight o’clock in the morning
to five o’clock in the afternoon. In fact, the 21 st century has spawned so many
sources of information to include newspapers, print, television, radio, books, e-
books, tablets, netbooks, laptops and of course, the internet or the worldwide
web. All these are readily available and thus perhaps teachers and learners find it
difficult to sift through this deluge of data available for use, especially if these
sources give conflicting information.
According to the OECD PISA Framework for ICT Literacy (2003), for
someone to be considered ICT-literate, he or she needs to possess the following
key knowledge, skills, and values:

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Determine the extent of information needed. With the wealth of
information available, a 21st century teacher should be able to process and
determine both the quality and quantity of data needed for use in the class or in
one’s daily life. For example, if a teacher wants to know more about developing
improvised laboratory apparatus for use in her science class. The best thing to
do is research on the kinds of laboratory equipment that lend themselves well for
crafting improvised versions.
Access needed information. An ICT-literate person knows how to find,
collect and/or retrieve information in digital environments. For example, if an
online library is available, one can fully utilize it instead of commuting to the
place where the library is located. One can also check out pdf (portable
document format) or uploaded copies of journals or the hard copies of journals
or other reference materials. Likewise, it is a good idea to ask if the materials
needed have digital copies so that one can copy and paste important
information.
Manage information. ICT literate individuals are able to apply an
existing organizational or classification scheme to information gathered. He/She
can conduct a rudimentary and preliminary organization of accessed information
for retrieval and future application. Without the skill of managing information,
students will be deluged with a lot of information available in cyberspace. Learn

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to sort through these information, and put them in categories for easy retrieval
when needed.
Evaluate information and its sources critically. This refers to making
judgments about the quality, relevance, usefulness, or efficiency of information
as well as the currency, appropriateness, and adequacy of information and
information sources for a specific purpose (including determining authority, bias,
and timeliness of materials).
As a 21st century teacher, it is necessary to make sure that the
information being offered by a source is accurate and updated. This is done by
cross-checking other sources. One should be able to know which information is
more authoritative, i.e., a documentation of a workshop proceeding by a
university professor or a respected expert in the field is definitely better than a
blog or an online journal of an internet user. Among students, the use
of Wikipedia, an online free-content encyclopedia where anyone can edit and
contribute to, is gaining ground. Some information may not be all that accurate
and reliable because anyone can edit and contribute to pages in Wikipedia; thus,
it is important to cross-check several sources to ensure reliability and accuracy of
information.
Integrate selected information into his or her knowledge base.
This involves interpreting and representing information - summarizing,
comparing, and contrasting. To interpret and represent information, one may use
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ICT tools to synthesize, summarize, compare, and contrast information from
multiple sources. With information readily available from different media - print
materials (books, newspaper), electronic means (audio, video), and the internet,
one needs to be able to critique and analyze the credibility of information, and
evaluate its appropriateness in meeting needs or purpose.
Create. As a 21st century citizen, you are encouraged not only to use
information but to generate information by adapting, applying, designing,
inventing, or authoring information in ICT environments. For example, you may
want to describe an event, express an opinion, or support a basic argument,
viewpoint or position, using computers or other ICT tools for these activities. A
teacher may perhaps develop PowerPoint lesson presentations to share
knowledge with students in an engaging way.
Communicate. An ICT-literate individual is able to communicate
information persuasively to meet needs of various audiences through the use of
an appropriate ICT medium. In the daily life of a person or in the life as a
teacher, anyone may encounter opportunities to communicate information to a
variety of audience using different media in different ICT environments. For
example, if one wants to create an online web log, or simply called “blog” to
share information on topics of interest - e.g., personal experiences, joys and
challenges of being a teacher - which may also prove useful to those who will
read them.
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In addition, an ICT-literate individual needs to be aware of potential
dangers and risks posed by the internet and other ICT communication tools and
how to protect oneself and others from potential harm. This includes how to deal
with cyber-bullying, protecting sensitive information, issues of privacy and
preventing risky behavior. In addition, one needs to be aware that the internet
teems with pornography, credit card frauds, scams, spams, and viruses.
Protecting personal data is critical to avoid issues and threats in using the
internet. Personal data includes information such as your name, address, age,
social security number, workplace, phone numbers, and names of friends and
family. Unscrupulous individuals can use this information to commit fraud against
anyone or steal one’s identity. While email is a very convenient and efficient way
of communicating with friends, colleagues, and students, be aware that safety
also applies to its use. Some internet criminals send official-looking emails in an
attempt to con the user into revealing details that may be used for identity theft.
Emails can also contain viruses; thus be wary of opening attachments or emails
from unknown persons.
4. Financial Literacy. Teachers are expected to be knowledgeable about
the basics of economics and financial management. This way, a teacher, can
extend the skill into livelihood activities, entrepreneurship, and wise handling of
personal finances.
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5. Media Literacy. Teachers and students are expected to be
knowledgeable and skilled in the area of communications particularly the media.
Teachers and students must learn how to discern news and information based
on the form and content as to how these information are transmitted via various
forms of media. Learners are all computer- and internet-savvy hence, they need
to enhance their abilities to analyze, process, and evaluate information they find
on the internet.
UNESCO defines media literacy as "the ability to access, analyze,
evaluate, and produce communication and information in a variety of forms and
means." The various forms of media include print, visual, audio, and digital
formats. Like traditional literacy, media literacy includes the ability to both read
(comprehend) and write (create, design, produce). Further, it moves from
merely recognizing and comprehending information to the higher order critical
thinking skills implicit in questioning, analyzing and evaluating that information
(Considine, 1995).
Together with technology, media has grown exponentially in the recent
years. The 21st century is an age when people get most of their information
from television, not textbooks, and from pictures, not print. Before, textbooks
were the primary sources of information. Newspapers and magazines are also
good sources of information but with the advancement of technology, there have
been lots of changes and media have been affected by these changes. E-
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magazines and online versions of newspapers are now available. There are also
websites that upload and efficiently index books to make research easier. Most
students are exposed to a variety of media in their everyday life. In many cases,
they know more about media - i.e., they are more media literate than their
teachers. But before continuing discussion on media literacy, let us first define
this phrase.
Because students are immersed in various forms of media, - print, visual,
or digital - the role of a teacher must be that of a facilitator and a co-learner.
They must help students negotiate meaning, engage in inquiry and research,
identify patterns, and eventually develop their own media creations or projects.
6. Social Literacies. Teachers and students alike need to acquire social
skills that are attuned to the norms of the current society. They must be able to
deal intelligently with any group in the society they belong, the young, the old,
the learned, the egocentric or whoever they may be.
7. Emotional Literacy. Emotional intelligence must also be developed to
be able to effectively manage the stresses of a fast-paced 21st century society.
The emotions must not ruin the life of the teacher. They must learn to accept
what is to come, face the reality, and stand with the challenge of time.
Courage to accept the challenge, this is they term for emotional literacy.
Teachers must therefore be courageous to change with the time.

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8. Globalization and Multicultural Literacy. Teachers need to
develop a culture of respect for cultural diversity. There is value in having a
perspective as a global citizen whose local actions can have an impact on the
wider global arena. You also have to understand how world events may also
affect you and your community at the local level.
RELATED STUDIES
Siapno (2008) conducted a study on the integration of computer
technology in college instruction.
Theoretical Framework of the Study
This research work is anchored on the theory postulated by Abraham
Maslow, a social anthropologist. The theory of Maslow explains why people are
likely to be motivated most strongly by what they do not have. For instance, a
man whose original motive is to earn a living but who may insist on staying on
his job even though circumstances no longer require him to do so. This may be
due to the gradual emergence of new motives like the need for recognition and
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for activity. The desire for recognition, to be respected takes priority over the
desire to do the work one likes (Custodiosa, 2002).
Superiority and inferiority theories by Alfred Adler are worthy to mention
in this study. Man according to Adler, wishes to be superior and his superiority
wishes grow out of feelings of being inadequate or inferior. To Adler, there is
only one drive, and that is the desire for superiority. Superiority does not mean
power over men, but that human being is striving to be superior within himself
and not necessarily in competition with other men.
Superiority, therefore here means “Superiority over oneself.” It is the
prime mover in life, the dynamism that describes why man does the things he
does. In this study, it applies that if the teacher believes he is inferior because he
lacks the knowledge, then he strives to become superior over himself by
preparing what he needs to do in teaching.
Conceptual Framework
The conceptual framework of this study is shown in Figure 2.
The personal profile of the respondents which includes age, sex, and civil
status, their professional profile such as the highest educational attainment, rank
as teacher, number of years in teaching are considered as input variables of the
study.
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The process include the levels of 21st century literacies as perceived by the
school heads and themselves. These are to wit: Arts and Creativity Literacy,
Ecoliteracy, Cyberliteracy or Digital Literacy, Financial literacy, Media literacy,
Social literacy, emotional literacy, Globalization and Multicultural Literacy.
These variables can be considered as process since these can be
considered to be in the process of development on the part of the teachers.
The output are the proposed measures to enhance the literacies of the
teachers.
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INPUT PROCESS OUTPUT
Profile of Teachers Levels of 21st Century

Literacy of High School
a) Age
Teachers along:
b) Sex a. The Arts and
c) Civil status Creativity
d) Baccalaureate Literacy; Proposed
b. Ecoliteracy;
Degree Major Measures to
c. Cyberliteracy or
earned Digital Literacy; Enhance
d) Rank as d. Financial literacy; Literacies
e. Media literacy;
teacher
f. Social literacy
e) Years of g. emotional literacy;
teaching g. Globalization and
Multicultural
Experience
Literacy
g) Trainings
attended
Figure 1. The Schematic Paradigm of the Study

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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, respondents, sampling
scheme, instrument for data collection, data gathering procedure and statistical
tools that will be used in this study.
Research Design
This study employed the descriptive developmental research design which
involves description, recording, analysis and interpretation of the present nature
of phenomena in the work place of the researcher.
Descriptive research is best used to describe what is existing at present.
Descriptive research is an activity involving collection of data in order to test
hypothesis or to answer questions concerning the current status of the subject of
the study. A descriptive study determines and reports the way things are at
present.
This study is also developmental since the researcher have proposed
some measures to further enhance the literacies of the teachers.
The principal aims in employing the descriptive method are to describe
the nature of situations as they exist at the time of the study and to explore the
causes of particular phenomena (Castillo, 2011).

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Respondent of the Study
This research was conducted in the public high schools in Anda, in the
Division of Pangasinan I. The respondents of the study is shown in table 1.
Table 1
Name of Schools and Frequency of Teachers
Name of Schools Number of Number of

Teachers School Heads
1.
2. Anda National High School 21 3
3.
4. San Jose National High School 17 3
5. Cabungan National High School 11 1
Carot National High School 12 2
Macaleeng Nat’l High School 7 1
Tondol National High School 12 1
Anda Integrated School 5 1
Awag Integrated School 3 1
6. Siapar Integrated High School 3 1
Total Number of Respondents 91 14
Respondents of this research work will include the ninety one (91)
teachers and fourteen (14) school heads in the public high schools in the Anda,
Pangasinan. This completed a total of one hundred five (105) respondents taken
as a whole.
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Data Gathering Instrument
The research instrument that was used in this study was a questionnaire
with two parts.
The first part was for the profile of respondents formulated in relation to
the questions posited in this study.
The second part was a questionnaire about the 21 st century literacy of
teachers which are adopted with modifications from the Southeast Asian
Ministers of Education Organization (SEAMEO) Regional Center for Educational
Innovation and Technology (INNOTECH) Module 1 entitled “Equipping Teachers
with Knowledge, Skills, Attitudes and Values for the 21 st Century”. This Module is
one of the two modules of GURO 21 Course 1 Facilitating the Development of
21st Century Skills for Southeast Asian Teachers.
Data Gathering Procedure
The researcher first secured approval to conduct the study from the office
of the school principal who endorsed to the Schools Division Superintendent of
Pangasinan I for approval.
The formulated questionnaire was personally administered by the
researcher to the different school heads and teachers in Anda to facilitate its
retrieval.
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Statistical Treatment of Data
Data that were retrieved were encoded, tabulated, organized, and
analyzed as bases for analysis. The data gathered, classified and presented in
tabular form will be based on the specific problems formulated in this study.
Appropriate statistical measures were utilized to arrive at an accurate and
valid findings of this study.
For problem number 1, on the personal profile which includes age, sex,
and civil status; their professional profile such as highest educational attainment,
rank as teacher, number of years in teaching, frequency and percentage were
used.
For problem number 2 on the level of 21st century literacy as perceived by
the school heads and themselves were arbitrarily described using the 3 Value
Likert’s scale as follows:
Mean Scale Level of Literacy
1 1.00 – 1.66 - Low

2 2.61 – 3.40 - Average
3 3.41 – 4.20 - High
On the significant difference in the perceptions of the school heads and
the teachers themselves in the level of 21st century literacy of teachers, the t-test
for independent samples was used.

30
On the significant relationship between the levels of 21 st century literacy
of the high school teachers across their profile variables, the Spearman rho was
utilized.
31
Chapter 4
PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF

FINDINGS
This chapter presents the necessary gathered data, analyzed, and
interpreted in response to the queries in this study. The gathered data were
organized, tabulated, statistically treated, and analyzed.
RESPONDENTS’ PROFILE
Presented in Table 1 is the personal profile of the high school teachers
and school heads in Anda, Pangasinan in terms of age, sex, and civil status.
Age
As presented in Table 2, 16.48% of the public high school teachers of
Anda, Pangasinan are 51 years old or older while 19.78% belong to the age
bracket 41 – 50. On the other hand, 29.67% belong to the age bracket 31 – 40
and 34.07% are aged 21.30. Result shows that the high school teachers of Anda,
Pangasinan are young adults and middle adults who are building their careers
and relationships with other people.

32
Table 2
Personal Profile of the High School Teachers of Anda, Pangasinan
Variable Frequency Percent
a. Age
51 years old and above 15 16.48
41 – 50 18 19.78
31 – 40 27 29.67
21 -30 31 34.07
b. Sex
Male 21 23.08
Female 70 76.92
Civil Status
Single 26 28.57
Married 62 68.13
Widow 3 3.30
Sex
In terms of sex, 76.92% of high school teachers of Anda, Pangasinan are
females. Only 23.08% are males.
Results show that the teaching profession is female dominated. This
finding corroborates with many researchers in education.
Civil Status
In terms of civil status, 68.13% of high school teachers of Anda,
Pangasinan are married. Only 28.57% are single. Results of the study show that
the high school teachers of Anda, Pangasinan have built their relationships with
other people, specifically, their families. As adults, they are creating or nurturing
things that will outlast them, often by having children or creating a positive
change that benefits other people.

33
Educational Attainment
In terms of educational attainment, 25.27% of high school teachers of
Anda, Pangasinan were BSE/BS graduates. However, 63.74% were pursuing
masters’ degrees while 5.49% have their masters’ degrees. Only 1 or 1.10% was
a holder of doctorate degree. Results of the study show the high school teachers
of Anda, Pangasinan are pursuing higher and advance education as an avenue
for their professional growth and development.
Specialization
In terms of specialization, 65.93% of the high school teachers have
specialized in Educational Management while 6.59% have specialized in
Instructional Leadership. Those who have specialized in Educational Management
and Instructional Leadership are those who are pursuing and have pursued
graduate studies.
Table 3.
Professional Profile of the High School Teachers
Variable Frequency Percent
Educational Attainment
Ed. D. 1 1.10
With Doctoral Units 4 4.40
MA 5 5.49
With MA Units 58 63.74
BS/BSE Graduate 23 25.27
Specialization
34
Educational Management 60 65.93

Instructional Leadership 6 6.59
Sped 2 2.20
Math 6 6.59
English 5 5.49
Science 2 2.20
Physics 2 2.20
TLE 4 4.40
Araling Panlipunan/ Filipino 2 2.20
MAPEH 2 2.20
Teaching Position
Teacher 1 46 50.55
Teacher 2 9 9.89
Teacher 3 35 38.46
Master Teacher 1 1.10
Number of Years in Service
16 years or more 24 26.37
11 - 15 years 17 18.68
6 - 10 years 16 17.58
5 years or less 34 37.36
Local Trainings
11 or more 40 43.96
6 – 10 21 23.08
1–5 26 28.57
0 4 4.40
National Training
5 or more 33 36.26
3–4 7 7.69
1–2 12 13.19
0 39 42.86
Results show that although the teachers are pursuing or have pursued
graduate studies, the degree or specialization taken by the teachers are not
vertically aligned with their undergraduate. The teachers should have pursued
masters’ degrees that are aligned with their undergraduate degrees for them to
35
become really specialized in their fields. This is important specially that the
teachers are not holding administrative or management functions.
On the other hand, it can be noted from Table 2 that the number of
teachers who are Sped, Filipino, MAPEH, Aralin Panlipunan, Science, and Physics
are very few. Result is indicative that some teachers are teaching subjects not in
their areas of specialization. It has to be noted that the requirements of the
K+12 Program of DepEd for teachers who will be teaching the senior high
schools should be highly specialized. Results therefore show that majority of the
teachers are not qualified to teach senior high schools as shown by the fact that
the teachers are not highly specialized due to the fact that they have pursued
masters’ degrees that are not aligned to their undergraduate degrees.
Teaching Position
In terms of teaching position, 50.55% of the teachers were teacher 1
while 9.89% were teacher 2, and 38.46% were teacher 3. Only 1.10% was
holding master teacher position. Results show that promotion to higher position
in the Department of Education is a slow process. This is attributed to the fact
that promotions depend on the availability of items.
Number of Years in Service
In terms of the number of years in service, 37.36% of high school
teachers of Anda, Pangasinan have been teaching for 5 years or less. On the
36
other hand, 18.68% have been teaching for 10 – 15 years and 26.37% have
been teaching for more than 15 years. Results show that a large number of high
school teachers of Anda, Pangasinan are new in the teaching profession and are
on the process of building their careers as teachers.
Number of Trainings Attended
In terms of the number of local trainings attended, only 4.40% of the
teachers have not participated in any local training while 28.57% have attended
1 – 5 trainings and 43.96% have attended more than 10 local trainings.
In terms of national training, 42.86% have not attended any national
training. Only 36.26% have attended 5 or more trainings at the national level.
Results of the study show that the high school teachers of Anda,
Pangasinan generally attend trainings at the local level, however, due to the high
cost of attended national trainings, not all teachers are able to attended national
trainings. The school administrators should support the participation of their
teachers in the different trainings provided by DepEd or other institutions in
order for the teachers to gain more knowledge and to enhance their teaching
skills and competence. Participation to National trainings by the teachers should
be part of the strategic plans of the different schools as part of the improvement
of their human resources.
LEVEL OF 21ST CENTURY LITERACY OF ANDA HIGH SCHOOL TEACHERS

37
The emerging of the " social web" and the huge embrace of technology
and particularly the mobile gadgetry today make it unfair to ignore these huge
transformations and their impact on education. Therefore, and as a result of
these changes, teachers now are required to have digital skills that were not
called for before. It also becomes imperative for teachers to adapt their teaching
practices to the developing learning needs of their students if ever this teaching
to be effective.
The level of 21st century literacy of the high school teachers of Anda,
Pangasinan along arts and creativity literacy, ecoliteracy, digital literacy, financial
literacy, media literacy, social literacy, emotional literacy, and globalization and
multicultural literacy was assessed by this study.
Arts and Creativity Literacy
Presented in Table 4 is the level of literacy of the high school teachers in
Anda, Pangasinan along arts and creativity.
As presented in Table 4, the teachers believed that they were highly
literate along arts and creativity. This was shown by the overall mean value of
2.47. This was affirmed by the school heads. The teachers were also rated highly
literate by the school heads with an overall mean value of 2.57.
Table 4
Level of 21 Century Literacy of Anda High School Teachers
st
Along Arts and Creativity

38

Indicator Descriptive Descriptive
AWM Rate AWM Rate
1. Use of imagination to express ideas in 2.49 High 2.62 High
artistic ways.
2. Feels happy to create new things from the 2.59 High 2.77 High
indigenous materials in the surrounding.

3. Love to produce various art works to 2.36 High 2.38 High
make my classroom attractive to my
student
4. Present different materials to inspire 2.35 High 2.38 High
students.
5. Encourage students to join art activities in 2.57 High 2.69 High
the school.
OAWM 2.47 High 2.57 High
Legend: 1 1.00 – 1.66 - Low
2 2.61 – 3.40 - Average
3 3.41 – 4.20 - High
The teachers and the school heads agree that the high school teachers
have the highest literacy along arts and creativity in creating new things from the
indigenous materials in the surrounding. Average weighted mean values of 2.59
and 2.77 were computed respectively, descriptively rated as highly competent.
On the other hand, the teachers and the school heads agree that the
teachers have the lowest level of literacy in presenting different materials to
inspire students. Average weighted mean values of 2.35 and 2.38 were
computed respectively, descriptively rated as highly literate.

39
Results of the study show that the high school teachers are competent
and creative in producing artworks in order to make the teaching-learning
process more interesting. The teachers are using their creativity to design
innovative lessons, create stimulating classroom environments, and engage their
students in interesting projects.
Teaching with creativity and teaching for creativity include all the
characteristics of good teaching – including high motivation, high expectations,
the ability to communicate and listen and the ability to interest, engage and
inspire. Creative teachers need expertise in their particular fields but they need
more than this. They need techniques that stimulate curiosity and raise self
esteem and confidence. They must recognize when encouragement is needed
and confidence threatened. They must balance structured learning with
opportunities for self-direction; and the management of groups while giving
attention to individuals (Morris, 2006).
Ecoliteracy
Presented in Table 5 is the level of literacy of the high school teachers in
Anda, Pangasinan along ecoliteracy.
Table 5
40
Level of 21st Century Literacy of Anda High School Teachers

Along Ecoliteracy

AWM Rate AWM Rate
1. 1. Explain to the students the cause and 2.57 High 2.77 High
effect of climate change in daily life.
2. 2. Help avoid pollution and teach it well to 2.73 High 2.77 High
students.
3. 3. Develop environmental awareness in 2.73 High 3.00 High
land, water and air among students.
4.4. Encourage students to help in 2.77 High 3.00 High
environmental protection in land, water
and air.
5. 5. Discuss the impacts of environmental 2.64 High 2.85 High
problems on human life.
It can be noted from Table 5 that both the teachers and the school heads
believed that the high school teachers are highly literate along ecoliteracy. This
was shown by the overall mean values of 2.69 (teachers) and 2.88(school
heads). The teachers believed that they have the highest literacy level in
encouraging students to help in environmental protection in land, water and air.
Average weighted mean values of 2.77, descriptively rated as highly literate. The
school heads agreed with this as shown by the computed mean value of 3.00,
descriptively rated as highly literate. Protecting the environment is everybody’s
concern. The teachers who are considered authority in the classroom play vital
41
role in encouraging their students to help in the protection of the environment.
However, the teachers should not only encourage their students but they should
serve as role models.
The level of literacy of the teachers to develop environmental awareness
in land, water and air among students is also found high both by the teachers
themselves and the school heads. Average weighted mean values of 2.73 and
3.00 were computed respectively.
The competence of the teachers to explain to the students the cause and
effect of climate change in daily life was found both by the teachers themselves
and the school heads as the area where the teachers are least competent along
ecoliteracy. Average weighted mean values of 2.57 and 2.77 were computed,
descriptively rated as highly literate.
Results show that the teachers have the capacity to inform, teach, and
make their students aware of environmental issues and concerns. However, the
competence of the teachers should not end in making the students informed and
aware about environmental issues and concerns. The teachers should take an
active role in protecting the environment by initiating projects and activities that
protects the environment such as tree planting, reduce, reuse and recycling
among others.
Cyberliteracy or Digital Literacy

42
The level of cyber/digital literacy of the teachers as perceived by the
teachers themselves and the school heads is presented in Table 5.
As presented in Table 5, the teachers believed that they have the highest
level of literacy along cyber/digital literacy in searching, finding, and retrieving
information from various digital sources. A mean of 2.35 was computed,
descriptively rated as average. However, the school heads believed that the
literacy level of the teachers in searching, finding, and retrieving information
from various digital sources is high. This was shown by the mean value of 2.38.
The teachers were found least literate both by the teachers themselves and the
school heads in evaluating digital information gathered from various sources.
Average weighted mean values of 2.13 and 2.23 were computed respectively. As
a 21st century teacher, it is necessary to make sure that the information being
offered by a source is accurate and updated. This is done by cross-checking
other sources. One should be able to know which information is more
authoritative, i.e., a documentation of a workshop proceeding by a university
professor or a respected expert in the field is definitely better than a blog or an
online journal of an internet user.
Table 6
st
Along Cyber/Digital Literacy

AWM Rate AWM Rate
43
1. Can search, find and retrieve information 2.35 Average 2.38 High
from various digital sources.
2. Able to organize accessed information for 2.30 Average 2.23 Average
easy retrieval and use.
3. Can use ICT tools to synthesize, summarize, 2.23 Average 2.23 Average
compare and contrast information from
multiple sources.
4. Able to evaluate digital information gathered 2.13 Average 2.23 Average
from various sources.
5. Can communicate, adapt and present 2.30 Average 2.31 Average
information properly using different media.
OAWM 2.26 Average 2.28 Average
In general, the literacy level of the teachers as assessed by the teachers
themselves and the school heads was average. Overall mean values of 2.26 and
2.28 were computed respectively. Workplaces of the 21st century rely heavily on
electronic (digital) forms of data storage and management as well as in the area
of communications. Teachers and students need to develop familiarity and skills
in the use of computers, the internet and other information technologies.
Teachers must prepare the students with the skills they need to access and use
these various information sources wisely, creatively, critically, and safely.
Results show that the high school teachers are not competent enough in
using technology in teaching. There is a need for the teachers to enhance their
knowledge and skills with the different Information and Communication
Technologies available for them to become abreast of the technological
development.
44
Financial Literacy
The level of financial literacy of the teachers as perceived by the teachers
themselves and the school heads is presented in Table 7.
As reflected in Table 7, the financial literacy level of the teachers was high
as perceived by the teachers themselves. This was shown by the overall mean
value of 2.41. The school heads also believed that the teachers have high
financial literacy level as shown by the overall mean value of 2.62.
Of the different indicators, the teachers believed that they were most
literate in buying only the things which are important needs of their families and
themselves followed by making a plan for the financial needs of their families.
Average weighted mean values of 2.69 and 2.64 were computed respectively,
descriptively rated as highly literate. Lowest level of literacy on the other hand
was observed in augmenting the income with entrepreneurial activities. Average
weighted mean value of 2.02 was computed, descriptively rated as average. The
same was observed by the school heads.
Table 7
st
Along Financial Literacy

AWM Rate AWM Rate
1. Make a plan for the financial needs of 2.64 High 2.77 High
45
the family.
2. Budget finances to avoid financial 2.47 High 2.69 High
problems.
3. Buy only the things which are important 2.69 High 2.77 High
needs personally and for my family.

4. Always see that there is saving for 2.21 Average 2.62 High
emergency needs.
5. Able to augment my income with 2.02 Average 2.23 Average
entrepreneurial activities.
Results of the study show that the high school teachers in Anda,
Pangasinan are capable and competent to manage their finances. However,
there is a need for the teachers to improve their skills in entrepreneurial
activities. This is important considering the fact that the salary of teachers in the
Philippines is very low.
Media Literacy
The level of media literacy of the teachers as perceived by the teachers
As presented in Table 8, the teachers believed that they high level of
media literacy as shown by the overall mean value of 2.36. The school heads
also believed that the teachers were highly literate along media literacy. An
overall mean value of 2.57 was computed. Of the different indicators, the
teachers believed that they have the highest level of literacy in gathering
46
relevant data on different topics they need in teaching from the internet,
newspapers, books and other reference materials. Average weighted mean value
of 2.57 was computed, descriptively rated as highly literate.
The school heads however, believed that the teachers were most literate
in helping students become familiar with how media elements (symbols, images,
sounds) are used to convey messages for various purposes. Average weighted
mean value of 2.69 was computed, descriptively rated as highly literate.
Table 8
st
Along Media Literacy

Indicator AWM Descriptive AWM Descriptive
Rate Rate
1. Gather relevant data on different 2.57 High 2.54 High
topics I need in teaching from the
internet, newspapers, books and
other reference materials.
2. Use different types of media that are 2.37 High 2.54 High
engaging and appropriate to my
students.
3. Able to construct personal meanings 2.26 Average 2.62 High
from media experiences.
4. Help students become familiar with 2.29 Average 2.69 High
47
how media elements (symbols,

images, sounds) are used to convey
messages for various purposes.
5. When creating power point 2.30 Average 2.46 High
presentations, content and format
that is of interest to my students is
being considered.
On the other hand, the teachers believed that they have the lowest
literacy level in constructing personal meanings from media experiences. A mean
of 2.26 was computed, descriptively rated as highly literate. However, the school
heads believed that the teachers have the second highest literacy level in
constructing personal meanings from media experiences. Further, the school
heads believed that the teachers have the lowest literacy level in creating power
point presentations, where the interests of the students are being considered in
the content and format. Average weighted mean value of 2.46 was computed,
also rated as highly literate.
Results of the study are indicative that the teachers are knowledgeable in
the importance of proper communication in the teaching-learning process. The
teachers are competent to use the different media to communicate and convey
information with their students. However, based on their assessments, there is a
need to enhance the knowledge and skills of the teachers on how to construct
personal meanings from media experiences, on how to create power point

48
presentations where the interest of the students is being considered in the
content and format of the material being prepared and on how to help their
students to become familiar with how media elements are used to convey
messages for various purposes.
The teachers can undergo trainings and skills development n how to
effectively communicate.
Helping students develop their media literacy should be the goal of
teachers, parents, researchers, administrators and policymakers. We should work
together to make it easier for young people to navigate the changing media
landscape and build skills that will last a lifetime. Media literacy should continue
to be incorporated into primary, secondary and higher education curricula, and
teachers should continue to find ways to emphasize media literacy in their own
classrooms (Ashley, 2013).
Social Literacy
The level of social literacy of the teachers as perceived by the teachers
Table 9
st
Along Social Literacy
Indicator Teachers School Heads

49
AWM Descriptive AWM Descriptive

Rate Rate
1. Can relate well with others 2.62 High 2.92 High
2. Have a positive outlook in life. 2.80 High 2.92 High
3. Has the capability to learning new 2.79 High 2.77 High
technologies/strategies.
4. Being worthwhile to the learners and 2.74 High 2.77 High
the community where the teacher
belong.
5. Eagerness to learn more how to 2.70 High 2.85 High
manage my emotions.
As shown in Table 9, the social literacy level of the high school teachers
was high as assessed by the teachers themselves and the school heads. Overall
mean values of 2.73 and 2.85 were computed. The teachers believed that they
were most literate in having positive outlook in life followed by having the
capability to learn new technologies/strategies. Average weighted mean values
of 2.80 and 2.79 were computed respectively, descriptively rated as highly
literate. The school heads also believed that the teachers were most literate in
having positive outlook in life together with being able to relate well with others.
Average weighted mean values of 2.92 were computed respectively, descriptively
rated as highly literate. On the contrary, the teachers believed that they were
least literate in relating well with others. Average weighted mean value of 2.62
was computed, descriptively rated as highly literate.

50
Results of the study show that the teachers possess social skills that are
attuned to the norms of the current society. The teachers have the capacity to
connect with the people around them. As teachers, they know how to use social
tools and platforms to find and gather information, share thoughts, and generate
discussion.
Emotional Literacy
The level of emotional literacy of the teachers as perceived by the
teachers themselves and the school heads is presented in Table 10.
Table 10
st
Along Emotional Literacy

Rate Rate
1. 1. Knows how to handle my problems 2.37 High 2.77 High
alone without asking help from others.

2. 2. Being not easily upset with the 2.29 Average 2.38 High
misbehavior of students.
3. 3. Being excited to see beautiful places in 2.77 High 2.69 High
our country.
4. 4. Easily forgive others who commit fault. 2.47 High 2.46 High
5. 5. Show benevolence by giving alms to the 2.53 High 2.46 High
poor.
51
As presented in Table 10, the teachers believed that their emotional
literacy level is high. This was manifested by the overall mean value of 2.49. The
school heads also believed that the teachers have high emotional literacy as
shown by the overall mean value of 2.55.
Results of the study show that the teachers believed that they were most
literate in being excited to see beautiful places in the country. Showing
benevolence by giving alms to the poor followed. Average weighted mean values
literate. Results show that the teachers are very much eager to see and visit
beautiful places in the country.
On the other hand, the teachers believed that they were least literate in
being not easily upset with the misbehavior of their students. Average weighted
mean value of 2.29 was computed, descriptively rated as average literacy level.
Emotional Literacy is a way of ‘being’ not just of ‘doing’. It is a
pedagogical approach concerning teaching style and learning environment which
you can develop with your pupils as a community approach to inclusion. The
teacher’s role is then to provide a safe but rich and challenging learning
environment where children are free to grow socially and emotionally, while
academically nurtured. Results show that the teachers have the capacity to react
accordingly in a given situation expected from a teacher. The teachers can
recognize, understand, and appropriately express their expressions.

52
Globalization and Multicultural Literacy
The level of globalization and multicultural literacy of the teachers as
perceived by the teachers themselves and the school heads is presented in Table
11.
Table 11
Level of 21 Century Globalization and Multicultural Literacy of High School
st
Teachers in Anda, Pangasinan

Rate Rate
1. Develop a culture of respect 2.75 High 2.92 High
inside the classroom between
teacher and students.

2. Explain to the students the effects 2.56 High 2.77 High
of local, national and world events to
daily life.
3. Gives due respect to the belief and 2.79 High 2.92 High
religion of other people.

4. Shows interest to learn the culture 2.64 High 2.92 High
and life of other nations.

5. Develop among students high 2.55 High 2.85 High
regards for cultural diversity and
individual differences.
53
As presented in Table 11, the levels of global literacy of the high school
teachers were high as perceived by the teachers themselves and the school
heads. Overall mean values of 2.66 and 2.88 were computed respectively. The
teachers were most literate in giving due respect to the belief and religion of
other people followed by developing a culture of respect inside the classroom
between teacher and students. The teachers were found highly literate along the
indicators by the teachers themselves and the school heads.
On the other hand, the teachers believed that they have the lowest
literacy level in developing among students high regards for cultural diversity and
individual differences. Average weighted mean value of 2.55 was computed,
descriptively rated as highly literate. However, the school heads believed that the
teachers have the lowest literacy in explaining to the students the effects of
local, national and world events to daily life. Average weighted mean value of
2.55 was computed, descriptively rated as highly literate.
Results of the study show that the teachers are knowledgeable on the
concept of global community as brought about by the Information and
Communication Technology. People nowadays become citizens of the global
community where physical boundaries between and among nations has been
overcome through connectivity with the use of ICT. With ICT, economic activities
are now being performed with a single click on the internet.

54
For an individual to become globally literate, he must be knowledgeable of
the multiculturalism of the global citizens. Through the internet and the social
media such as the Facebook, people nowadays are dealing and connected to
billions of people of different race and cultural backgrounds.
The role of a teacher to properly educate students to become aware of
globalization is very important. Teachers must make their students understand
and fully aware of the concept of cultural sensitivity. This is to lessen the
negative impact of being open to information and global communication.
Summary of the Level of the 21st Century Literacy of

High School Teachers in Anda, Pangasinan
The level of 21st Century literacy of the high school teachers as perceived
by the teachers themselves and the school heads is presented in Table 11.
Table 12
Level of 21 Century Literacy of High School Teachers
st
in Anda, Pangasinan
Literacy Teachers School Heads

OAWM Descriptive OAWM Descriptive
Rate Rate
A. The Arts and Creativity Literacy 2.47 High 2.57 High
B. Ecoliteracy 2.69 High 2.88 High
C. Cyber literacy or Digital Literacy 2.26 Average 2.28 Average
D. Financial literacy 2.41 High 2.62 High
E. Media literacy 2.36 High 2.57 High
F. Social Literacy 2.73 High 2.85 High
G. Emotional Literacy 2.49 High 2.55 High
H. Globalization and Multicultural Literacy 2.66 High 2.88 High
55
Grand Mean 2.51 High 2.65 High
It can be noted from Table 12 that of the 21 st century literacies, the
teachers believed that they were most literate along social literacy followed by
ecoliteracy. Overall mean values of 2.73 and 2.69 were computed respectively,
descriptively rated as highly literate. The school heads however believed that the
teachers were most literate along ecoliteracy and globalization and multicultural
literacy. Overall mean values of 2.88 and 2.88 were computed respectively,
On the other hand, the teachers themselves and the school heads
believed that the teachers were least literate along cyber literacy or digital
literacy. Overall mean values of 2.26 and 2.28 were computed, descriptively
rated as average literacy level. As reiterated, the high school teachers are not
competent enough in using technology in teaching. There is a need for the
teachers to enhance their knowledge and skills with the different Information
and Communication Technologies available for them to become abreast of the
technological development. Trainings should be provided by DepEd to develop
the skills of the teachers in using technology in teaching.
In general, level of 21st Century literacy of the high school teachers as
perceived by the teachers themselves and the school heads was high. This was
manifested by the grand mean values of 2.51 (teachers’ assessment) and 2.65
(school heads’ assessment).

56
Technological advancement has caused paradigm shift in teaching. Today,
teachers are more facilitators of learning than lecturers. Teachers help students
to think critically and learn by doing, acting as a resource as their pupils discover
and master new concepts. “A good 21st-century educator is one cognizant of the
rapidly changing technology trends; one in tune with the direction of the
economy, and future projected needs for business and industry; one aware of
the career opportunities for children in the coming years, and all of the requisite
educational skills and talents necessary to allow kids to position themselves to
compete (Stansbury, 2011).
Results of the study show that the high school teachers in Anda,
Pangasinan are familiar with the new literacy or new areas of learning. The high
school teachers are competent and creative in producing artworks in order to
make the teaching-learning process more interesting. The teachers have the
capacity to visualize what their students need to become successful global
citizens. They know how to use new technologies to facilitate better teaching-
learning process. The teachers are good communicators and are models to their
students.
DIFFERENCE BETWEEN THE LEVELS OF 21ST CENTURY LITERACY OF

HIGH SCHOOL TEACHERS IN ANDA AS PERCEIVED BY THE
SCHOOL HEADS AND THE TEACHERS THEMSELVES
The difference between the levels of 21 st Century literacy of the high
school teachers in Anda, Pangasinan is presented in Table 13.

57
Table 13
Difference Between the Levels of 21st Century Literacy of High School
Teachers as Perceived by the School Heads and the
Teachers Themselves
Literacy Mean
Differenc Sig. (2-
Position N Mean e T Df tailed)
Arts and Creativity 91 2.47 -0.10 -0.78 103 0.435
Literacy Teachers
School 14 2.57
Heads
Ecoliteracy Teachers 91 2.69 -0.59 -3.02 103 0.003
School 14 3.27
Heads
Cyber literacy or 91 2.26 -0.04 -0.28 103 0.778
Digital Literacy Teachers
School 14 2.30
Heads
Financial literacy Teachers 91 2.41 -0.16 -1.46 103 0.147
School 14 2.57
Heads
Media literacy Teachers 91 2.36 -0.17 -1.35 103 0.181
School 14 2.53
Heads
Social Literacy Teachers 91 2.73 -0.11 -1.28 103 0.204
School 14 2.84
Heads
Emotional Literacy Teachers 91 2.49 -0.09 -0.86 103 0.395
School 14 2.57
Heads
Globalization and 91 2.66 -0.23 -2.62 103 0.010
Multicultural Literacy Teachers
School 14 2.89
Heads
58
As presented in Table 13, no significant difference was observed between
the assessment of the teachers themselves and the school heads on the levels of
21st century literacy of the high school teachers in Anda, Pangasinan except
along ecoliteracy (t=-3.02; p=0.003) and globalization and multicultural literacy
(t=-2.62; p=0.010). The perception of the school heads on the level of literacy
along ecoliteracy and globalization and multicultural literacy is higher and
significantly different as compared to the assessment of the teacher.
The hypothesis stating no significant difference exists between the levels
of 21st century literacy of high school teachers in Anda, Pangasinan as perceived
by the school heads and the teacher themselves is rejected.
Results show that the expectation of the school heads on literacy level is
lower than those of the teachers. The teachers are more idealistic than the
school heads.
RELATIONSHIP BETWEEN THE LEVELS OF 21ST CENTURY LITERACY OF

ANDA HIGH SCHOOL TEACHERS ACROSS THEIR PROFILE VARIABLES
The relationships between the 21st century literacy of the high school
teachers of Anda, Pangasinan across their profile variables were determined by
the study. The relationships were determined using eta squared.

59
Arts and Creativity Literacy with Profile Variables
Presented in Table 14 are the relationships between the level of arts and
creativity literacy of the high school teachers with their profile variables.
Table 14
Relationship Between the Levels of 21st Century Arts and Creativity
Literacy of High School Teachers Across Their Profile Variables
Variable Η n2 Sig.
Age 0.133 0.018 0.667
Sex 0.002 0.000 0.986
Civil Status 0.156 0.024 0.337
Educational Attainment 0.268 0.072 0.165
Specialization 0.403 0.163 0.191
Teaching Position 0.150 0.022 0.577
Number of Years in Service 0.106 0.011 0.804
Local Trainings 0.199 0.040 0.314
National Training 0.282 0.080 0.064
As presented in Table 14, no significant relationships exist between the
levels of arts and creativity literacy of the high school teachers with their profile
variables. The computed p-values are all higher than 0.05, the set level of
significance. The hypothesis stating no significant relationships exist between the
levels of literacy of the high school teachers with their profile variables is not
rejected.
It has to be noted however that 16.30% of the level of literacy of the
teachers is accounted to their specialization. It has to be noted that 65.93% of
the high school teachers are educational management majors. Results show that
the teachers are able to manage their classrooms with creativity.

60
Ecoliteracy with Profile Variables
Presented in Table 15 are the relationships between the level of
ecoliteracy of the high school teachers with their profile variables.
No significant relationships were observed between the levels of
ecoliteracy of the high school teachers in Anda, Pangasinan with their profile
variables. The computed p-values are all higher than 0.05, the set level of
significance.
Table 15
Relationship Between the Levels of 21st Century Ecoliteracy
of High School Teachers in Across Their Profile Variables
Variable Η n2 Sig.
Age 0.273 0.075 0.079
Sex 0.150 0.022 0.157
Civil Status 0.101 0.010 0.639
Result is indicative that the age, sex, civil status, educational attainment,
specialization, teaching position, number of years in service, local and national
trainings attended are not determinants of the level of ecoliteracy of the
teachers.
61
The hypothesis stating no significant relationships exist between the levels
of literacy of the high school teachers with their profile variables is not rejected.
Cyber/Digital Literacy with Profile Variables
Presented in Table 16 are the relationships between the level of
cyber/digital literacy of the high school teachers with their profile variables.
Table 16
Relationship Between the Levels of 21st Century Cyber/Digital Literacy of
High School Teachers Across Their Profile Variables
Variable η η2 Sig.
Age 0.484 0.234 0.000
Sex 0.017 0.000 0.875
Civil Status 0.294 0.087 0.019
It can be noted from Table 16 that significant relationships exist with the
levels of 21st century cyder/digital literacy of the high school teachers with their
age (η2 = 0.234; p = 0.000), civil status (η2 = 0.087; p = 0.019), teaching
position (η2 = 0.208; p = 0.000), and years in service (η2 = 0.219; p = 0.000).
The teacher’s age, civil status, teaching position, and number of years in
service are determinants of the level of cyber/digital literacy of the teacher
wherein 23.4% of the digital literacy of the teacher is accounted to their age
62
while 8.7% is accounted to the civil status, 20.8% is accounted to teaching
position, and 21.9% is accounted to years in service. Data analysis showed that
young and single teachers are more digitally literate as compared to older and
married teachers. Younger teachers are more adaptive to technology.
Most research showed that teaching experience influences the successful
use of ICT in classrooms (Wong & Li, 2008; Giordano, 2007; Hernandez-Ramos,
2005). Gorder (2008) reported that teacher experience is significantly correlated
with the actual use of technology.
of literacy of the high school teachers with their profile variables is rejected.
Financial Literacy with Profile Variables
Presented in Table 17 are the relationships between the levels of financial
literacy of the high school teachers with their profile variables.
Table 17
Relationship Between the Levels of 21st Century Financial Literacy of
High School Teachers in Across Their Profile Variables
Variable Η η2 Sig.
Age 0.170 0.029 0.464
Sex 0.315 0.099 0.002
Civil Status 0.075 0.006 0.779
63
No significant relationships were observed between the levels of financial
literacy of the high school teachers with their profile variables except with sex.
The p-value computed (0.002) is lower than 0.05, the set level of significance.
Results show that sex is a determinant of the level of financial literacy of
the teachers wherein, 9.9% of the level of financial literacy of the high school
teachers is accounted to sex. Females are more financially literate than males. In
the study conducted by Pandey (2012) results show that teachers, particularly
senior secondary school teachers, had relatively low levels of initial economic
literacy. The degree of economic literacy was found to vary across sex. Result of
the study conforms with Pandey that financial or economic literacy varies with
sex. Male teachers have average financial literacy while female teachers were
found highly literate by the study.
It is worthy to note, however no significant relationship exist between the
level of financial literacy of the teachers with their specialization, the financial
literacy of the teachers is accounted to their specialization at 15.1%. Graduates
of educational management, mathematics, physics, science, and TLE are found
more financially literate than the graduates of English, Araling Panlipunan, and
MAPEH.
64
Media Literacy with Profile Variables
Presented in Table 18 are the relationships between the levels of media
Significant relationships exist between the levels of media literacy of the
high school teachers with their profile variables age (η2 = 0.258; p = 0.000),
teaching position (η2 = 0.239; p = 0.000), and years in service (η2 = 0.277; p =
0.000). Results show that age, teaching position, and years in services are
determinants of the levels of media literacy of the teachers.
Table 18
Relationship Between the Levels of 21st Century Media Literacy of
Age 0.508 0.258 0.000
Sex 0.054 0.003 0.610
Civil Status 0.243 0.059 0.068
65
Analysis showed that 25.8% of the level of media literacy of the teachers
is accounted to their ages while 23.9% and 27.7% are accounted to the
teacher’s position and years in service. Younger teachers who are holding
teacher 1 positions and are just establishing their careers in the teaching
profession are found more literate than the old ones.
Teachers who belong to the younger generation are more knowledgeable
in the use of media in teaching than those who have been in the service for a
longer period of time.
Social Literacy with Profile Variables
Presented in Table 19 are the relationships between the levels of social
Table 19
Relationship Between the Levels of 21st Century Social Literacy of
Variable Η η2 Sig.
Age 0.232 0.054 0.183
Sex 0.265 0.070 0.011
Civil Status 0.097 0.009 0.658
66
No significant relationships exist between the levels of social literacy of
the high school teachers in Anda, Pangasinan with their profile variables except
sex. The computed p-value (0.011) is lower than 0.05, the set level of
significance. Results show that sex is a determinant of the level of social literacy
of the high school teachers.
Female teachers are more socially literate than male teachers. Female
teachers are more sociable than male teachers.
Emotional Literacy with Profile Variables
Presented in Table 20 are the relationships between the levels of
emotional literacy of the high school teachers with their profile variables.
Table 20
Relationship Between the Levels of 21st Century Emotional of
Age 0.258 0.067 0.110
Sex 0.269 0.073 0.010
Civil Status 0.214 0.046 0.127
67
No significant relationships exist between the levels of emotional literacy
of the high school teachers in Anda, Pangasinan with their profile variables
except sex. The computed p-value (0.010) is lower than 0.05, the set level of
significance. Results show that sex is a determinant of the level of emotional
literacy of the high school teachers.
Emotional intelligence or literacy is one’s ability to comprehend, express,
understand, apply and manage emotions in oneself and others. Female teachers
are more expressive of their feelings and emotions than male teachers. They
understand others feelings more than males (Aquino, 2003; Laferta, 2004).
Globalization and Multicultural Literacy with Profile Variables
Presented in Table 21 are the relationships between the levels of
globalization and multicultural literacy of the high school teachers with their
profile variables.
globalization and multicultural literacy of the high school teachers with their
profile variables except with number of years in service (η2 = 0.114; p = 0.014),
and national trainings (η2 = 0.109; p = 0.018).

68
Table 21
Relationship Between the Levels of 21st Century Globalization and
Multicultural Literacy of High School Teachers in
Across Their Profile Variables
Variable η n2 Sig.
Age 0.278 0.077 0.071
Sex 0.136 0.018 0.199
Civil Status 0.190 0.036 0.197
It was found that 11.8% of the level of globalization and multicultural
literacy of the high school teachers is accounted to the teachers’ number of years
in service and 10.9% is accounted to the number of national trainings attended
by the high school teachers. The high school teachers number of years in service
and national trainings attended are determinants of the level of globalization and
multicultural literacy of the teachers. Teachers who have been in the service for
a longer period of years and have attended more national trainings becomes
more globally and multiculturally literate. Participation to national trainings,
conferences or seminars are good avenues to widen the knowledge of a teacher
on current trends and practices in teaching. With their participation to national
trainings, the teachers become ore aware of global issues and updates.
69
PROPOSED MEASURES TO ENHANCE THE 21ST

GLOBAL LITERACY OF TEACHERS
Global competence refers to the acquisition of in-depth knowledge and
understanding of international issues, an appreciation of and ability to learn and
work with people from diverse linguistic and cultural backgrounds, proficiency in
a foreign language, and skills to function productively in an interdependent world
community.
In order to improve the level of 21st century literacy of the teachers, the
researcher proposed the following measures that are being practiced by
academic institutions worldwide:
1. Partnership for 21st Century Skills: The school administrators should explore
public-private partnership to improve the both the physical and human resources
of the schools. The partnership should brings together the business community,
education leaders, and policymakers to define a powerful vision for 21st century
education that is aimed at ensuring that every student is given the opportunity to
succeed as a worker and citizen in the 21st century.
2. Partnership for Global Learning: The schools should establish strong linkages not
only with local academic institutions or school but with nationally and possibly
70
internationally renowned schools that provides global quality education. This is
for the schools to duplicate the best practices of the best schools that are
applicable to them.
3. Align teacher preparation programs with global perspectives. This alignment
offers educators the opportunity to transfer the acquired skills into their
classrooms and schools.
4. Design and support professional development programs with a global focus.
States and school districts must find ways to enhance educators’ skills,
pedagogical practices, and content related to global competence.
5. Find new ways to foster international exchanges.

71
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of significant findings, conclusions
generated from the findings and recommendations made based from the findings
and conclusions.
SUMMARY
With the advent of the 21st century, teaching styles must suit the learning
styles of the new breed of students. The teachers should equip themselves with
the literacies and competencies necessary to meet the challenges of the 21 st. The
study determined the level of 21st century literacy of high school teachers in
Anda, Pangasinan during the school year 2014 to 2015.
The descriptive method of research was used in the study. The
respondents of the study were 91 teachers and 14 school heads in the public
high schools in the Anda, Pangasinan.
Significant Findings
The following are the significant findings of the study:
1. In terms of age, 16.48% of the public high school teachers of Anda,
Pangasinan are 51 years old or older while 19.78% belong to the age
bracket 41 – 50. On the other hand, 29.67% belong to the age bracket 31
72
– 40 and 34.07% are aged 21.30.
In terms of sex, 76.92% of high school teachers of Anda,
Pangasinan are females. Only 23.08% are males. Education is really
female dominated.
In terms of civil status, 68.13% of high school teachers of Anda,
Pangasinan are married. Only 28.57% are single.
In terms of educational attainment, 25.27% of high school teachers
of Anda, Pangasinan were BSE/BS graduates. However, 63.74% were
pursuing masters’ degrees while 5.49% have their masters’ degrees.
In terms of specialization, 65.93% of the high school teachers have
specialized in Educational Management while 6.59% have specialized in
Instructional Leadership. Those who have specialized in Educational
Management and Instructional Leadership are those who are pursuing and
have pursued graduate studies.
In terms of teaching position, 50.55% of the teachers were teacher
1 while 9.89% were teacher 2, and 38.46% were teacher 3.
In terms of the number of years in service, 37.36% of high school
teachers of Anda, Pangasinan have been teaching for 5 years or less. On
the other hand, 18.68% have been teaching for 10 – 15 years and
26.37% have been teaching for more than 15 years.

73
In terms of the number of local trainings attended, only 4.40% of the
teachers have not participated in any local training while 28.57% have
attended 1 – 5 trainings and 43.96% have attended more than 10 local
trainings.
In terms of national training, 42.86% have not attended any
national training. Only 36.26% have attended 5 or more trainings at the
national level.
2. Of the 21st century literacies, the teachers believed that they were most
literate along social literacy followed by ecoliteracy. Overall mean values
literate. The school heads however believed that the teachers were most
literate along ecoliteracy and globalization and multicultural literacy.
Overall mean values of 2.88 and 2.88 were computed respectively,
On the other hand, the teachers themselves and the school heads
believed that the teachers were least literate along cyber literacy or digital
literacy. Overall mean values of 2.26 and 2.28 were computed,
descriptively rated as average literacy level.
In general, level of 21st Century literacy of the high school teachers
as perceived by the teachers themselves and the school heads was high.
74
This was manifested by the grand mean values of 2.51 (teachers’
assessment) and 2.65 (school heads’ assessment).
3. No significant difference was observed between the assessment of the
teachers themselves and the school heads on the levels of 21 st century
literacy of the high school teachers in Anda, Pangasinan except along
ecoliteracy (t=-3.02; p=0.003) and globalization and multicultural literacy
(t=-2.62; p=0.010).
4. No significant relationships exist between the levels of arts and creativity
In the same manner, no significant relationships were observed
between the levels of ecoliteracy of the high school teachers in Anda,
Pangasinan with their profile variables.
Significant relationships however exist with the levels of 21 st
century cyber/digital literacy of the high school teachers with their age (η2
= 0.234; p = 0.000), civil status (η2 = 0.087; p = 0.019), teaching
position (η2 = 0.208; p = 0.000), and years in service (η2 = 0.219; p =
0.000).
financial literacy of the high school teachers with their profile variables
except with sex (p=0.002).

75
Significant relationships exist between the levels of media literacy
of the high school teachers with their profile variables age (η2 = 0.258; p
= 0.000), teaching position (η2 = 0.239; p = 0.000), and years in service
(η2 = 0.277; p = 0.000).
No significant relationships exist between the levels of social
literacy of the high school teachers in Anda, Pangasinan with their profile
variables except sex (p=0.011).
No significant relationships exist between the levels of emotional
literacy of the high school teachers in Anda, Pangasinan with their profile
variables except sex (p=0.010).
globalization and multicultural literacy of the high school teachers with
their profile variables except with number of years in service (η2 = 0.114;
p = 0.014), and national trainings (η2 = 0.109; p = 0.018).
CONCLUSIONS
Based from the findings of the study, the following conclusions were
generated:
1. The high school teachers of Anda, Pangasinan are young adults and
middle adults which is female dominated. As adults, they are creating or
nurturing things that will outlast them, often by having children or

76
creating a positive change that benefits other people.
The teachers are pursuing or have pursued graduate studies as an
avenue for their professional growth and development. The degree or
specialization however, are not vertically aligned with their undergraduate.
A large number of high school teachers of Anda, Pangasinan are
new in the teaching profession and are on the process of building their
careers as teachers. They generally attend trainings at the local level,
however, due to the high cost of attended national trainings, not all
teachers are able to attend national trainings.
2. The high school teachers in Anda, Pangasinan are familiar with the new
literacy or new areas of learning. The high school teachers are competent
and creative in producing artworks in order to make the teaching-learning
process more interesting. The teachers have the capacity to visualize what
their students need to become successful global citizens. They know how
to use new technologies to facilitate better teaching-learning process. The
teachers are good communicators and are models to their students.
The high school teachers are not competent enough in using
technology in teaching. There is a need for the teachers to enhance their
knowledge and skills with the different Information and Communication
Technologies available for them to become abreast of the technological
development.
77
3. The expectation of the school heads on literacy level is lower than those
of the teachers. The teachers are more idealistic than the school heads.
4. The age, sex, civil status, educational attainment, specialization, teaching
position, number of years in service, local and national trainings attended
are not determinants of the level of arts and creativity literacy and
ecoliteracy of the teachers.
The teacher’s age, civil status, teaching position, and number of
years in service are determinants of the level of cyber/digital literacy of
the teacher. Young and single teachers are more digitally literate as
compared to older and married teachers. Younger teachers are more
adaptive to technology.
Sex is a determinant of the level of financial literacy of the teachers
wherein, 9.9% of the level of financial literacy of the high school teachers
is accounted to sex. Females are more financially literate than males.
Age, teaching position, and years in services are determinants of
the levels of media literacy of the teachers. Teachers who belong to the
younger generation are more knowledgeable in the use of media in
teaching than those who have been in the service for a longer period of
time.
78
Sex is a determinant of the level of social and emotional literacy of
the high school teachers. Female teachers are more expressive of their
feelings and emotions than male teachers.
The high school teachers number of years in service and national
trainings attended are determinants of the level of globalization and
multicultural literacy of the teachers. Teachers who have been in the
service for a longer period of years and have attended more national
trainings becomes more globally and multiculturally literate.
RECOMMENDATIONS
Based from the findings of the study and the conclusions generated, the
researcher recommends the following:
1. The high school teachers should pursue graduate and post-graduate studies
that are in-line with their undergraduate degrees for them to become highly
specialized in their fields.
2. As an avenue for professional growth and development and for the teachers
to become updated with the trends and issues surrounding education,
participation to national trainings, seminars, workshops or conferences is
strongly recommended.
3. The school administrators should support the participation of their teachers in
the different trainings provided by DepEd or other institutions in order for the
79
teachers to gain more knowledge and to enhance their teaching skills and
competence. Participation to National trainings by the teachers should be part
of the strategic plans of the different schools as part of the improvement of
their human resources.
4. The high school teachers should equip themselves with the 21 st literacies and
competencies. This is very important with the high demand for quality
education. The teachers should be globally competent in order to produce
globally competent graduates.
5. The teachers should acquire in-depth knowledge and understanding of
international issues, an appreciation of and ability to learn and work with
people from diverse linguistic and cultural backgrounds, proficiency in a
foreign language, and skills to function productively in an interdependent
world community.
In order to improve the level of 21st century literacy of the teachers, the
researcher proposed the following measures that are being practiced by
academic institutions worldwide:
6. Partnership for 21st Century Skills: The school administrators should
explore public-private partnership to improve the both the physical and
human resources of the schools. The partnership should brings together
the business community, education leaders, and policymakers to define a

80
powerful vision for 21st century education that is aimed at ensuring that
every student is given the opportunity to succeed as a worker and citizen
in the 21st century.
7. Partnership for Global Learning: The schools should establish strong
linkages not only with local academic institutions or school but with
nationally and possibly internationally renowned schools that provides
global quality education. This is for the schools to duplicate the best
practices of the best schools that are applicable to them.
8. Align teacher preparation programs with global perspectives. This
alignment offers educators the opportunity to transfer the acquired skills
into their classrooms and schools.
9. Design and support professional development programs with a global
focus. States and school districts must find ways to enhance educators’
skills, pedagogical practices, and content related to global competence.
10. Find new ways to foster international exchanges.
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85
APPENDIX A
LETTER OF REQUEST TO CONDUCT THE STUDY
DEPARTMENT OF EDUCATION
Region I
Division of Pangasinan I
District of Anda
November 21, 2014
MARIA CECILIA JUNIO-FERNANDEZ, Ed. D.

Schools Division Superintendent
Division of Pangasinan I
Lingayen, Pangasinan
MADAM:
I have the honor to request permission from your good office to conduct a
study entitled, “21st Century Literacy of High School Teachers in Anda
Pangasinan.” This is in partial fulfillment of the requirements for the degree
Master of Arts in Education major in Educational Management, at the Open
University Systems of Pangasinan State University.
The undersigned is a Secondary School Teacher at Bolinao School of

Fisheries.
I am hoping for your favorable action regarding my humble request.
Very respectfully yours,
(Sgd.) Dandy C. Biocarles

Researcher
Recommending Approval:
MARIELA N. CALIMA, Ed. D.

Principal IV
APPROVED
MARIA CECILIA JUNIO-FERNANDEZ, Ed. D.
Schools Division Superintendent
86
QUESTIONNAIRE
Part I. Profile of High school Teachers
Direction: Please fill in the necessary information by putting a check mark on the
spaces provided.
Name of the Respondent______________________________

Name of the School__________________________________
1. Age
_______ 51 years old and above
_______ 41 - 50
_______ 31 - 40
_______ 21 – 30
2. Sex _______ Male _______ Female
3. Educational Attainment
_______ Doctoral Degree Graduate
_______ With EdD/PhD Units
_______ Masteral Graduate
_______ With MA Units
_______ BS Graduate
4. Number of Years Experience

_______ 16 - 20 years
_______ 11 - 15 years
_______ 6 – 10 years
_______ 1 – 5 years
5. Position/Designation
_____ Teacher 1 _____Master Teacher I
_____Teacher 2 _____Master Teacher II
_____Teacher 3 _____ Master Teacher III
6. Number of Trainings Attended

National
_______ 5 trainings and above
_______ 3 - 4 trainings
_______ 1 - 2 and below
_______ No training
87
Regional/Local
_______ 11 trainings and above
_______ 6 - 10 trainings
_______ 1 - 5 and below
_______ No training
Part II. Level of 21st Century Literacy of Anda High School Teachers
Direction: Please assess the level of competence you believe you possess the
given
21st literacy of a teacher by checking the appropriate column below.
3 2 1
Indicators High Ave. Low
A. The Arts and Creativity Literacy
1. I use my imagination to express my ideas

In artistic ways.
2. I feel happy to create new things from the

indigenous materials in the surrounding.
3. I love to produce various art works to make

my classroom attractive to my student
4. I always see to it that I present different

materials to inspire my students.
5. I always encourage my students to join art

activities in the school.
B. Ecoliteracy
1. I explain to my students the cause and effect

of climate change in daily life.
2. I help avoid pollution and teach it well to

students.
88
3. I develop environmental awareness in land,

water and air among my students.
4. I encourage students to help in environmental

protection in land, water and air.
5. I can discuss the impacts of environmental

problems on human life.
C. Cyberliteracy or Digital Literacy

1. I can search, find and retrieve information
from various digital sources.
2. I am able to organize accessed information for

easy retrieval and use.
3. I can use ICT tools to synthesize, summarize,

compare and contrast information from
multiple sources.
4. I am able to evaluate digital information gathered

from various sources
5. I can communicate, adapt and present information

properly using different media.
D. Financial literacy
1. I make a plan for the financial needs

of my family.
2. I am able to budget my finances to avoid

financial problems.
3. I buy only the things which are important

needs personally and for my family.
4. I always see to it that I have saving for

89
emergency needs.
5. I am able to augment my income with

entrepreneurial activities.
E. Media literacy
1. I gather relevant data on different topics

I need in teaching from the internet,
newspapers, books and other reference
materials.
2. I use different types of media that are

engaging and appropriate to my students.
3. I am able to construct personal meanings

From media experiences.
4. I help my students become familiar with how

media elements (symbols, images, sounds)
are used to convey messages for various
purposes.
5. When creating power point presentations, I

consider the content and format that is of
interest to my students.
F. Social Literacy
1. I can relate well with others
2. I have a positive outlook in life.
3. I believe I am capable of learning new

technologies/strategies.
4. I believe I am worthwhile to my learners

and the community I belong.
90
5. I am eager to learn more how to manage

my emotions.
G. Emotional Literacy
1. I know how to handle my problems alone

without asking help from others.
2. I am not easily upset with the misbehavior of

my students.
3. I am excited to see beautiful places in our country.

4. I easily forgive others who commit fault.
5. I show benevolence by giving alms to the poor.
H. Globalization and Multicultural Literacy
1. I develop in myself and my students a

culture of respect in my classroom.
2. I explain to my students the effects of local,

national and world events to daily life.
3. I give due respect to the belief and

religion of other people.
4. I am interested to learn the culture and

life of other nations.
5. I develop among my students high regards

for cultural diversity and individual
differences.
91
CURRICULUM VITAE
A. Personal Information
Name :
Date of Birth :
Place of Birth :
Permanent Address :
Civil status :
Nationality : Filipino
Religion : Roman Catholic
B. Educational Background
Elementary : Elementary School
Secondary : National High School
Tertiary :
Graduate Studies : Pangasinan State University

Open University Systems
Alaminos City Center
C. Eligibility
Licensure Examination for Teachers (LET)
D.Work Experience
E. Award

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Chapter 1

Background of the Study

languages, and pop-cultures, and different ways of thinking, reacting,

responding, and getting motivated. Learners of this century are techno-savvy,

of technology as powerful learning tools. They come from more diverse

backgrounds and cultural identities and have new traits of independence,

creativity, open-mindedness, and enterprising minds.

Information and Communication Technology also created changes in the

the parents for the future of the youth.

Teachers are considered as the yardstick that substantiate the quality of

educational system. It is on the teacher’s shoulder where the entire educational

pursue excellence (Dhavale, 2010).

A teacher’s performance is viewed as a concept that focuses on the

outcome perspectives which focuses on the extent to which a teacher is able to

beat deadlines, or to achieve targets or objectives that may be set in terms of

the number of hours worked, number of students that have passed

examinations, the behavior of students, and a variety of other outcome

measures (Boyd, Grossman, et.al 2006).

It is however disheartening to note that the quality of Philippine education

is declining. With the contemporary conditions of the Philippine educational

system where students have performed generally low, it is essential to

investigate on the competencies of teachers handling the basic of education.

Elementary education is the foundation of higher education hence, teachers’

competencies have to be evaluated to actually assess the real scenario and

remedies be implemented to improve the quality of education afforded to the

century teachers, the 21st Century Educator.

If students are centric, holistic, teachers must be teaching about how to

Figure 1. Characteristics of the 21st Century Teacher

The Adaptor. The 21st Century teacher is an adaptor. Harnessed as

teachers are to an assessment focused education model the 21st Century

technologies fail, the show must go on. As an educator, teachers must

teaching style to be inclusive of different modes of learning.

The Visionary. The 21st century teacher is Visionary. Imagination, a key

component of adaptability, is a crucial component of the educator of today and

The Collaborator. Ning, Blogger, Wikispaces, Bebo, MSN, MySpace,

Second life - as an educator we must be able to leverage these collaborative

tools to enhance and captivate our learners. We too, must be collaborators;

sharing, contributing, adapting and inventing.

and sometimes surrender yourself to the students’ knowledge. Have a vision of

teaching others. Trust your students.

and objectives. Teachers too, must continue to absorb experiences and

knowledge. They must endeavour to stay current. In my subject area,

learn and adapt.

The Communicator. “Anywhere, anytime” learning is a catchphrase that

fluent in tools and technologies that enable communication and collaboration.

stimulate and control it, moderate and manage it.

it is the quiet, personal inspection of their teaching and learning, or through

inwards and outwards. These teachers also model a number of other

than just their curricula areas, global awareness and reflection.

The Leader. Whether they are a champion of the process of ICT

by example; A maverick or early adopter, the 21st Century Educator is a leader.

meet the challenges of the 21st century, hence this study.

Statement of the Problem

school teachers during the school year 2014 to 2015.

Specifically, this research will answer the following questions:

d. highest educational attainment;

a. The Arts and Creativity Literacy;

c. Cyberliteracy or Digital Literacy;

g. emotional literacy; and

g. Globalization and Multicultural Literacy?

3. Is there a significant difference between the level of 21 st century

4. Is there a significant relationship between the levels of 21 st century

literacy of Anda high school teachers across their profile variables?