Teachers’ 21st-Century Skills and Their Competence on Inclusive Education in Opol Districts

In this 21st century, teachers are faced with a rapidly changing educational landscape that requires them to possess a new set of skills and competencies to effectively implement inclusive education practices. This study was conducted to determine teachers 21st-century skills and competence on inclusive education. Specifically it sought to answer the following questions; by profiling of respondents, assessing teachers 21st-century skills based on learning and innovation, information, media, and technology, and life and career skills as well as their competence on inclusive education on social regard for learning, knowledge about inclusive education, and diversity of learners; and determining the significance difference 21st-century skills and competence on inclusive education, and exploring the correlation between their competence on education and profile. The respondents of this study were the one hundred seventy-one (171) teachers in Opol East and West Districts, Division of Misamis Oriental for the School Year 2023-2024 was obtained using Slovin’s Formula. The questionnaires were adopted and employed descriptive research design method and used simple random sampling for collecting data from the sample population of interest. Frequency, percentages, mean, standard deviation and Pearson-r were used to interpret the data of the level respondents’ profile and significance difference on 21st-century skills and competence on inclusive education. The findings of the study revealed that respondents possess a very high level of 21st-century skills and competence on inclusive education, with a positive significant relationship between these skills as well as significant correlation between respondents’ competence on inclusive education and their profile. The conclusion emphasizes the importance of professional development in 21st-century teaching practices. The study recommends government incentives, school head mentoring, and SPED teachers collaboration. It also suggests creating curriculum programs to bridge gaps in inclusive education and maximizing teachers' competence on inclusive education. In the end, giving these factors a top priority is essential for developing a supportive school environment and maximizing teachers' 21st-century skills and competence on inclusive education.