Teachers' views on school principals' implementation of 21st-century skills
DOI:
https://doi.org/10.14527/edure.2025.03Keywords:
21st century skills, Managerial skills, School principalsAbstract
This study utilized a phenomenological design, a qualitative research method, to examine how school principals implement 21st century skills in schools. The participants were 16 teachers selected through criterion sampling and maximum diversity techniques. Data were gathered via face-to-face interviews using semi-structured interview guides and analyzed through descriptive analysis. Teachers reported that school principals demonstrated learning and innovation skills by showcasing innovative approaches, producing projects, problem-solving, making physical improvements, and fostering teamwork. Information, communication, and technology skills were exhibited through practices such as sharing reliable information, effectively utilizing digital platforms and technological tools, and managing the school's social media. Life and career skills were reflected in practices like making effective decisions in crises, adapting to school culture, taking initiative, and promoting transparency in school expenditures. However, despite these efforts, most teachers felt that principals' implementation of 21st-century skills was inadequate.
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