School Heads’ Administrative Skills and Teachers’ 21st Century Skills in Camiguin Division

This study explored the administrative skills of school heads and the 21st-century teaching skills of teachers in public elementary schools in the Division of Camiguin for SY 2024–2025, involving 51 school heads and 366 teachers. Using a correlational research design, it assessed respondents’ profiles, skill levels, and the relationships and differences between variables. Results showed both school heads’ administrative skills and teachers’ 21st-century skills were rated very high, with student-centered learning climate and creativity as their respective strengths, while instructional leadership and critical thinking were the lowest. A significant relationship was found between instructional leadership and teachers’ critical thinking skills, emphasizing the influence of leadership on teaching quality. The study also found significant differences in administrative and teaching skills based on characteristics like education and experience. These findings led to the development of the Collaborative Instructional Leadership Theory, advocating for shared leadership and continuous professional growth. The study recommends prioritizing instructional leadership training for school heads and critical thinking development for teachers.