21st Century Attributes and Professional Skills of Elementary School Teachers

This study examined the 21st-century attributes and professional skills of elementary school teachers in Don Carlos III District, Bukidnon, for the academic year 2024–2025. Grounded in reflective practice theory and supported by frameworks on teacher development, the research sought to determine the extent to which teachers possessed personal and professional attributes aligned with 21st-century demands, and to assess their competencies in communication, innovation, technology, and life skills. Using a descriptive-correlational design, the study utilized standardized survey questionnaires administered to 108 randomly selected public elementary school teachers. Descriptive statistics, such as the mean and standard deviation, were employed to determine levels of attributes and skills, while the Pearson Product-Moment Correlation Coefficient was used to test the relationship between the variables. Findings revealed that teachers demonstrated a "very great extent" of both professional and personal attributes, indicating strong commitment to ethical teaching, continuous learning, and collaboration. Similarly, their professional skills—particularly in communication, innovation, and technology—were rated to a great extent. A significant positive correlation was found between 21st-century attributes and professional skills, suggesting that teachers who exhibit stronger personal and professional qualities also tend to perform more effectively in essential teaching competencies. The study highlights the importance of sustained professional development, reflective practice, and policy support in continually enhancing teaching standards. The implications suggest that a holistic approach to teacher education and in-service training is vital to meeting the evolving challenges of 21st-century education.