Abstract
<p>The aim of this study is to reveal the relationship between the competence of using 21st century skills and readiness for change of primary and secondary school teachers working in public schools in Uşak. The research was designed in scanning model. The population of the research consists of 3972 teachers and 498 school administrators working in primary and secondary schools in Uşak, and the sample consists of 640 teachers and 82 school administrators. Convenience sampling was used in the selection of the sample. In order to collect data, “21st Century Teaching Skills Scale” developed by Orhan-Göksün (2016) and “School Readiness for Change Scale” developed by Helvacı (2015) were used. As a result of the research, according to the opinions of the teachers and school administrators, the competency of using 21st century skills of the teachers is at "high" level, according to the opinions of the teachers, the level of readiness for change is at the "high" level, and according to the opinions of the school administrators, the level of readiness for change of the teachers is at the "moderate" level. It has been determined that there is a positive and highly significant relationship between teachers' 21st century skills usage competencies and their readiness for change skill levels.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0850/a.php" alt="Hit counter" /></p>
Highlights
Population and Sample The population of the research consists of 3972 primary school teachers and 498 primary school administrators working in 214 schools in Uşak province in the 2020-2021 academic year
This research was conducted to determine the relationship between teachers' 21st century skills usage competencies and their readiness for change competencies
As a result of the research, according to the opinions of the teachers working in public schools in the province of Uşak, it was determined that the teachers' competence in using 21st century skills is at high level. 21st century skills use competencies were examined in the dimensions of affirmative skills, flexible teaching skills, managerial skills, technopedagogical skills and productive skills, and it was concluded that teachers' 21st century skills use competencies were at the very high level in the dimension of affirmative skills and high in other sub-dimensions
Summary
Nevin Demir Çavuş, Mehmet Akif Helvaci EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' QUALIFICATIONS TO USE OF 21st CENTURY SKILLS AND TEACHERS' LEVELS OF READINESS FOR CHANGE centered in the twenty-first century, has allowed us to benefit from their abilities. Because the notion of 21st-century talents is so crucial in social life, those who will create the future must be able to design, produce, control, and work in technology (Aydeniz, 2017). A new era is dawning, marked by changes in production processes, management, the economy, technology, and social life. It is vital to make changes in the field of education in order for societies to adapt to the conditions of this new century. Educational organizations, are necessitated by agreements that a society has made with another society or societies (Helvacı, 2005)
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