ASSESSMENT OF 21ST CENTURY LITERACY COMPETENCIES OF PUBLIC SECONDARY SCHOOL TEACHERS OF POLILLO DISTRICT TOWARDS THE DEVELOPMENT OF A PERSONAL LIFELONG LEARNING PLAN

The study assessed the 21st century literacy competencies of teachers in public secondary schools in Polillo District to serve as basis for the development of a personal lifelong learning plan. It involved Polillo National High School (junior and senior levels), Polillo National High School Extension (junior), Sabang National High School (junior and senior), and Taluong National High School (junior and senior). Ninety-one (91) teachers served as respondents. Frequency, weighted mean, and correlation statistics were used to analyze the data. Results revealed that the teachers are competent in the seven 21st century literacy competencies, with the highest competency in social/emotional literacy. Their lowest competency is on arts and creativity. Also, the teachers have satisfactory performance, which means that much still needs to be done to raise their level of competency. There is negligible relationship between age, sex, civil status, length of teaching experience, and educational attainment and teachers? 21st century literacy competencies but area of specialization and number of subjects taught tend to have an implication on their 21st literacy competencies. There is negligible relationship between teaching performance and 21st century literacy competencies. More trainings and workshops should then be given to teachers to enhance their ability in arts and creativity. Teachers should also make a personal commitment to lifelong learning and treat it like a lifetime journey.