Investigating the Relationship Between Teachers’ Beliefs and Instructional Practices Related To 21st-Century Skills
Abstract
The increasing emphasis on 21st-century skills such as critical thinking, creativity, collaboration, communication, and digital literacy has transformed the role of teachers. While teachers’ beliefs strongly influence pedagogical choices, research suggests that classroom practices often do not fully align with these beliefs. Understanding the relationship between teachers’ beliefs and their instructional practices is therefore crucial for improving educational outcomes. This study employed a quantitative correlational research design to investigate the relationship between teachers’ beliefs and instructional practices related to 21st-century skills. A total of 200 secondary school teachers were selected using stratified random sampling. Data were collected through two validated Likert-scale questionnaires: the Teachers’ Beliefs Scale and the Instructional Practices Scale. Descriptive statistics, Pearson’s correlation, t-tests, and ANOVA were applied using SPSS. Findings revealed that teachers held positive beliefs about the importance of 21st-century skills (M = 4.12, SD = 0.52), but their instructional practices demonstrated only moderate integration (M = 3.68, SD = 0.64). A significant moderate positive correlation was found between teachers’ beliefs and instructional practices (r = 0.48, p < .01). Additionally, private school teachers reported significantly higher levels of integration compared to public school teachers. The study concluded that teachers’ beliefs positively influence instructional practices, though contextual and institutional factors limit full implementation. Bridging the gap between beliefs and practices requires targeted professional development, resource allocation, and curriculum reforms to foster meaningful integration of 21st-century skills in classrooms.
Keywords: Teachers’ beliefs, instructional practices, 21st-century skills, secondary education, digital literacy, creativity, critical thinking
