Training Programs and Their Role in Enhancing Teachers’ 21st Century Skills

This study examined the demographic profile of teachers in Pinamungajan District I, the extent of enhancement of their 21st-century skills through training programs, and the relationship between training perceptions, skill development, and challenges encountered. A total of 138 teachers participated in the study during SY 2025–2026. Using descriptive statistics, regression analysis, and Pearson correlation, the findings revealed that teachers perceive training programs as highly relevant and effective (M = 4.47), resulting in a very high enhancement in critical thinking, communication, creativity, and adaptability, and a great extent of improvement in digital literacy. Regression results confirmed that the number of trainings significantly predicts competencies in all skill domains (β = 0.099–0.137; p < 0.05). Strong positive correlations were observed between perceived training effectiveness and all 21st-century skills (r = 0.70–0.84; p < .001). Teachers, however, reported moderate challenges (M = 3.94), particularly the need for continuous coaching and limited ICT resources. Interestingly, a weak positive yet significant correlation (r = 0.24; p = .0044) was found between challenges and training effectiveness, indicating that teachers facing more classroom difficulties tend to value training more. The study underscores the importance of sustained, contextualized, and well-supported professional development to maximize skill application in real classroom settings.