The relationship between teachers' professional competence and twenty-first-century skills
TEACHER DEVELOPMENT, 2026 (ESCI, Scopus)
- Publication Type: Article / Article
- Publication Date: 2026
- Doi Number: 10.1080/13664530.2026.2712235
- Journal Name: TEACHER DEVELOPMENT
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anadolu University Affiliated: Yes
Abstract
The authors examine the relationship between teachers' professional competence and twenty-first-century skills. Using a correlational survey model, data were collected from 204 teachers in Konya, T & uuml;rkiye. They also analyse the impact of variables including educational level, educational stage, and seniority. Results show that the majority of teachers perceive both their professional competence and twenty-first-century skills at a high level, with a positive, significant relationship identified between the two constructs. While competence and skill levels do not differ based on educational level, significant variations emerge according to educational stage and seniority. Based on the results, the authors recommend restructuring teacher competency frameworks to holistically integrate twenty-first-century skills and suggest aligning both pre-service and in-service training programmes with these modern competencies.