Century Characteristics of Educators as Perceived by Laguna State Polytechnic University Faculty

This descriptive research aimed to determine the level of perception of faculty of Laguna State Polytechnic University on the 21st century characteristics of educator. Demographic profile of the respondent includes age, sex, status, educational attainment, academic rank, and years of service. The study identified six characteristics of 21st century educators such as adaptor, lifelong learner, technology savvy, collaborator, visionary, and leader. It was found out that the highest computed mean and standard deviation of 5.59 (0.13) was obtained from collaborator as one of the characteristics of educator and was interpreted as strongly agree. The faculty have developed and enhanced their knowledge and skills in teaching in order to adopt with the demands of 21st century learners. It is suggested that faculty members should continue to enhance their 21st century skills such as developing and applying new pedagogies in teaching and learning; and implementing design thinking and system thinking for educators.


INTRODUCTION
With reference to the 21st Century learning environment, as the students are shifting their role from just being consumers of information/knowledge, the teachers' roles also change to meet the teaching and learning processes in the digital, network age. Compared with the traditional methods of teaching where the focus was on deductive instruction, the teachers of the 21st Century are mentors who facilitate the process of knowledge discovery and reinforce the attainment of 21st Century skills and knowledge by using one of the active learning principles (i.e., inquiry, userdesign, constructivism). The 21st Century learning environment also reflects the need for the teacher to be more active in connecting together the formal and the informal environments.
Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 4, Apr-2020 Some of the characteristics of the teachers of the 21st Century are: 1) using inquiry, user design, and constructivism theories (active learning principles); 2) facilitating learning; and 3) effectively and appropriately integrating technology to support learning. Bruner, J. (1996) expanded his theoretical framework to encompass the social and cultural aspects of learning as well as the practice of law such as instruction that must be concerned with the experiences and contexts that make the student willing and able to learn (readiness); instruction that must be structured so that it can be easily grasped by the student (spiral organization); and instruction that should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
The CHED Memorandum Order No. 72 series of 2017, in the Implementing Rules and Regulation (IRR) of Republic Act 10533, stipulated that the Commission is mandated to conduct teacher education training programs, specially to those teachers who graduated from pre-service that is not aligned with enhance basic education curriculum. Furthermore, in coordination with DepEd and relevant stakeholders, the teacher education must be offered in those Teacher Education Institutions in order to meet the necessary quality standards for new teachers.
In light of the implementation of Senior High School curriculum, the succeeding shifts of higher education curricula, such as the basic education curriculum, and the revised Policies, Standards, Guidelines (PSGs) for programs, there exists a need to prepare teachers, by updating the content knowledge, professional skills, and pedagogical tools. One of the Platform Programs for personnel development is teaching innovation including developing and/or applying new pedagogies in teaching and learning; teaching and applying 21st century skills; and implementing design thinking and system thinking for educators.
Hence, the study aimed to find out the characteristics of 21st century educators as perceived by LSPU faculty members.

THEORETICAL FRAMEWORK
The study was anchored on the Experiential Learning Theory. According to Buehlmann and Espinoza (2014), the experiential learning theory states that "An Instructional approach in which students learn is through direct experience and reflection" or defined as a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities".
The theory focuses on doing an activity at an approved workstation and processing that activity from both content and learner perspective. This takes a learner through a reflexive process allowing global connections to learning. The theory is also accepted as a non-formal model for teaching and learning. It allows the learners to witness their surroundings, gather information, attain knowledge, and apply and reflect on experiences learned. The research paradigm of conceptual framework, with dependent and independent variables, is shown on Figure 1.

METHODOLOGY
The study was a descriptive research designed to identify the characteristics of 21st century educators as perceived by the faculty of LSPU. The conceptual framework or research paradigm of the study is shown in Figure 1. Shuttleworth (2008) noted that the descriptive research design is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way. The respondents were randomly selected from different colleges of LSPU-Los Baños Campus using Slovin's Formula. To administer the data gathering and other information, a prepared guided questionnaire was used to identify the demographic profile of the respondents and the characteristics of 21st century educators such as adaptor, lifelong learner, technology savvy, collaborator, visionary, and leader. The answer of the respondents was measured using the following scales: Strongly Agree (6), Agree (5), Moderately Agree (4), Moderately Disagree (3), Disagree (2), and Strongly Disagree (1).
The questionnaire sheets were distributed to the respondents, collected, and the data were tabulated, analyzed and interpreted. Tables and graphs were used to present the data, with narrative interpretation to explain the results. The statistical analysis included the frequencies, percentages, and standard deviations. Conclusions and recommendations were included based on the results of the study.
The data were statistically analyzed using One Way analysis of Variance and T-Test. According to Ostertagová, E. and Ostertag, O. (2013), the main purpose of an ANOVA is to test if two or more groups differ from each other significantly in one or more characteristics. Meanwhile, Post-hoc comparisons (or post-hoc tests, multiple comparison tests) are tests of the statistical significance of differences between group means calculated after ANOVA that shows an overall difference. Multiple comparison methods are designed to investigate differences between specific pairs of means.

Figure 2. Percent distribution of respondents based on sex (male or female).
As shown in Figure 2, out of a total 95 respondents, majority were females (58%), followed by males (42%). This result conformed with Haro (2016) who noted that teaching is dominated by females.
In the LSPU-LB Campus, the teaching force is presently dominated by female faculty members. As shown in Figure 3, most of the faculty members were married (52%, 49 out of 95), followed by single (41%) and widow/er (7%). Correa-Fernandes, et al. (2015) noted that the teachers' ability to teach subjects contributes to the achievement of students given with their peculiarities in terms of civil status, age and gender.   Figure 4 shows the frequency and % distribution of the respondents based on age. The respondents with the highest frequency (17, out of 95) and % distribution (18%, out of 95) belonged to the group with ages ranging from 26-30 years, followed by groups with 31-35 years, and 41-45 (14, 15%), 51-55 years (12, 13%), 56-60 years (9, 9%), 46-50 years and 20-25 years (7, 9%), and lastly 61 years and older (6, 6%).These findings showed that the faculty members are in their prime years, neither too young nor too old to serve as teachers and gained experience in the field of teaching. As reported in 2015 by the United Nations Educational Scientific and Cultural Organization (UNESCO), the teachers in the Philippines were composed of the following age groups: 8% aged less than 30 years old, 24% aged 30-39, followed by 25% aged 40-49 and 16% aged 60 and over. As shown in Figure 5 Roberto, J. (2018) cited that teaching positions are classified based on the personal qualifications of the incumbents that encourage teachers for professional growth which are vital in a dynamic educational system. As shown in Figure 6, the highest number of respondents were instructors (43%, out of 95), followed by part-time instructors (20%), assistant professors (18%), associate professors (16%), and full-fledged professors (2%). As shown in Figure 7, majority of the respondents had served from 21-25 years (56%, 53 out of 95), followed by 26-30 years (11%), 6-10 years (10%), 11-15, 16-20, 21-25 years and 31-35 years (5% each group), and 5 months-5 years (3%).  Grand Mean 5.58 0.07 Strongly Agree Legend: 5.0-6.0 (strongly agree); 4.0 -4.9 (agree); 3.0-3.9 (moderately agree); 2.0-2.9 (moderately disagree); (disagree); 0.1-0.9 (strongly disagree) Table 1 shows that the statement no. 1 "I can adapt the curriculum and the requirements in innovative and creative/imaginative ways" has the highest mean of 5.55 (standard deviation, SD, 0.54); while statement no. 2 "I can adapt the situation and look from a different points of view and think on how they can improve the situation" has a mean of 5.64 (SD, 0.58). The grand mean is 5.58 (SD, 0.07) and interpreted as Strongly Agree. Cox (2015) noted that the 21 st century teachers are able to adapt to whatever comes their way, with their tools having changed over the years (e.g. smartboards replaced chalkboards, tablets replaced textbooks); their practice adapting based on the needs of their students; their teaching styles adapting to include different modes of learning, and adapting to new technology. They must be able to adapt to the curriculum and the requirements, and be able to use their imagination to teach in creative ways. Hence, LSPU-LB Campus faculty members are adaptors as revealed by these findings. Grand Mean 5.45 0.14 Strongly Agree Legend: 5.0-6.0 (strongly agree); 4.0 -4.9 (agree); 3.0-3.9 (moderately agree); 2.0-2.9 (moderately disagree); (disagree); 0.1-0.9 (strongly disagree) Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 4, Apr-2020 Table 2 shows that the statement no. 5 "I can able to see new ideas and use these in my classes" has a mean of 5.67 (SD, 0.57), and interpreted as Strongly Agree; followed by the statement no.4, with a mean of 5.49 (SD 0.65), and also interpreted as Strongly Agree. The grand mean of 5.45 (SD 0.14) is interpreted as Strongly Agree. According to Stansbury (2011), a good 21st-century educator is one who is 1) cognizant of the rapidly changing technology trends, 2) in tune with the direction of the economy, and future projected needs for business and industry, 3) aware of the career opportunities for students in the coming years, and all of the requisite educational skills and talents necessary to allow them to position themselves to compete. 21st-century teachers are not teachers in a vacuum, and 4) progressive in pushing for systemic change via curriculum sequencing. Table 3 shows statement no. 1 "I can be able to continue learning and absorb experience and knowledge for professional development", with the highest mean of 5.61 (SD, 0.65) and interpreted as Strongly Agree, followed by indicative statement no. 5, with a mean of 5.53 (SD, 0.63) and likewise interpreted as Strongly Agree. Also, the other three indicative statement nos. 2, 3, and 4 have each with a mean (SD) of 5.45 (0.65), 5.41 (0.75), and 5.32 (0.68), respectively, and also each interpreted as Strongly Agree. Being in the teaching profession requires keeping up to date with educational developments and research happening so that the best practice can be applied in the classroom (Rhodes, 2019). Grand Mean 5.46 0.10 Strongly Agree Legend: 5.0-6.0 (strongly agree); 4.0 -4.9 (agree); 3.0-3.9 (moderately agree); 2.0-2.9 (moderately disagree); (disagree); 0.1-0.9 (strongly disagree) Legend: 5.0-6.0 (strongly agree); 4.0 -4.9 (agree); 3.0-3.9 (moderately agree); 2.0-2.9 (moderately disagree); (disagree); 0.1-0.9 (strongly disagree) Table 4 shows statement no. 3 "I believe that technology helps in effective communication and motivates and support me in developing and creating better environment for both learners and teachers, with the highest mean (SD) of 5.62 (0.64) and interpreted as Strongly Agree, followed by indicative statement no. 2, 4 and 1, all interpreted as Strongly Agree. However, the indicative statement no. 5 "I believe that I cannot be a good teacher without technology obtained the lowest mean of 4.86 (1.13), and interpreted as Agree. According to Trucano (2015)," the development of the types of so-called '21st century skills' -problem-solving, critical thinking, cross-cultural communication, etc. -as well as a variety of non-cognitive skills (such as grit and mindset) are increasingly considered to be important to success in academics, and in life. To a great extent, these are the sorts of skills that teachers, and not machines, are uniquely able to help students develop. But doing so is not easy, and often requires more highly capable teachers than many education systems currently have. Being able to utilize new technologies in support of their teaching, and to keep up with technological changes, challenges teachers to continue to learn themselves. The increased availability of data on student performance as a result of utilizing new technologies, with their ability to track student activities in ways simply not possible when 'assessment' meant an occasional test using pencil and paper challenges teachers to absorb these data and modify their teaching in ways that are most useful to their students, both collectively and individually".
Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 4, Apr-2020 Legend: 5.0-6.0 (strongly agree); 4.0 -4.9 (agree); 3.0-3.9 (moderately agree); 2.0-2.9 (moderately disagree); (disagree); 0.1-0.9 (strongly disagree) As shown in Table 5, indicative statement no. 4 "I can set clear goals and objectives crucial to the success of learning activities" had the highest mean (SD) of 5.40 (0.73) and interpreted as Strongly Agree. It was followed by indicative statement nos. 5, 2 and 3, and all interpreted as Strongly Agree. However, the indicative statement no. 1 "I can be able to lead in the process of ICT integration" obtained the lowest mean (SD) with 4.89 (1.04), and interpreted as Agree.
This is not to say that being a teacher leader is easy or that teacher leadership is fully integrated into the teaching culture. Nor can we gloss over the difficulties that await professionals who seek to change the concept of what it means to be a teacher. Change is always accompanied by conflict, disequilibrium, and confusion. In the current era, shaped as it is by dramatic changes in the world and dominated by a push toward accountability and standardization, change that calls for the development of professional communities and the emergence of teacher leadership may be even more difficult to achieve and maintain. Teacher leaders can help schools become communities that prepare students to participate in the new knowledge society. They can influence the organizational practices of schools and work toward distributing resources equitably, upholding high standards, and giving all students a variety of opportunities to learn and participate in their schools. Teacher leaders can promote a profession that views itself as an intellectual and collective enterprise. They can advocate for the recognition of teaching accomplishments and for a redefinition of teacher roles (Lieberman, 2014).    Grand Mean 5.59 0.13 Strongly Agree Legend: 5.0-6.0 (strongly agree); 4.0 -4.9 (agree); 3.0-3.9 (moderately agree); 2.0-2.9 (moderately disagree); (disagree); 0.1-0.9 (strongly disagree) Table 6 shows the perception of respondents in terms of collaborator as one of the 21 st century characteristics of educators. The indicative statement no. 5 "I can work harmoniously with peers to define and develop plans of action" obtained the highest mean (SD) of 5.72 (0.52) and interpreted as Strongly Agree. This was followed by indicative statement nos. 3, 2, 4 and 1, and all interpreted as Strongly Agreed. Vangrieken, et al. (2015) noted that collaboration was perceived as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualized as the degree of team entitativity. These are important issues and provide different opportunities for (collaborative) learning. Although teacher collaboration is challenging, this could be beneficial to students, teachers, and the school. It has vital importance for the future as it is needed to build schools into learning organizations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

CONCLUSION AND RECOMMENDATION
The findings clearly indicate that the faculty of LSPU met the qualifications of becoming 21 st century educators based on the level of perception as an adaptor (mean, 5.58), visionary (5.46), learner (5.46), technology savvy (5.34); leader (5.19), and collaborator (5.59), which were all interpreted as Strongly Agree. Based on the age level, the faculty members were on their prime years, neither too young nor too old to serve as faculty and gained experience in the field of teaching. Majority of the respondents met the minimum entry requirements in the university since majority had master's degrees. The highest computed mean (SD) of 5.59 (0.13) was obtained from collaborator as one of the characteristics of educator and was interpreted as Strongly Agree. The LPSU faculty had developed and enhanced their knowledge and skills in teaching in order to adapt with the demands of 21 st century learners. It is suggested that faculty members should continue and maintain these kinds of competencies of 21 st century educators in teaching innovation, including developing and/or applying new pedagogies in teaching and learning, teaching and applying 21st century skills, and implementing design thinking and system thinking for educators.