Professional Development and 21\(^{st}\) Century Skills Acquisition as Predictors of Teaching Competence of Beed Interns at St. Francis Xavier College

Abstract

This study examined the influence of professional development and 21st-century skills acquisition on the teaching competence of Bachelor of Elementary Education (BEEd) interns at St. Francis Xavier College. A predictive correlational research design was employed, involving 184 BEEd interns selected through universal sampling. Adapted and test-piloted questionnaires were used to collect data. The data were analyzed using Weighted Mean, Standard Deviation, Pearson Product-Moment Correlation, and Linear Regression Analysis. Findings revealed that professional development, 21st-century skills acquisition, and teaching competence were all at high levels. Significant positive relationships were found among these variables. Further analysis showed that domains of professional development, including thematic knowledge, learning environment, cooperation, educational technology, research, planning, evaluation, and human resource development, significantly influenced teaching competence. Similarly, domains of 21st-century skills such as collaboration, critical thinking, creativity, communication, digital literacy, social skills, and leadership also showed significant influence. These findings suggest that strengthening professional development initiatives and systematically integrating 21st-century skills into teacher education programs can enhance teaching competence. This has important implications for curriculum design, teacher training, and policy development aimed at preparing future educators for effective and responsive classroom practice.