Twenty-first-century skills acquired by mathematics teachers: school principals’ perspectives

Mohammad Hamzeh,Ahmad A.S Tabieh,Othman Naser Mansour

doi:10.18844/cjes.v17i1.6680

Abstract

This study aimed at investigating the acquisition degree of the 21st-century skills of mathematics teachers from the perspective of school principals. The study sample consisted of 75 school principals. They were selected randomly among the public schools. The study instrument consisted of four questionnaires, namely: personal skills, communication skills, technical skills, and teaching skills. Each questionnaire consisted of 30 items. The study results showed that the acquisition degree of the 21st-skills of mathematics teachers was intermediate for the personal and communication skills while it was high for the technical and teaching skills. The results also showed that there are no statistically significant differences (α=0.05) attributed to the gender variable from the perspectives of the male and female school principals towards the acquisition degree of the 21st-century skills of mathematics teachers. The study recommended utilizing the 21st-century skills of mathematics teachers which will result in improving the teaching process in general.  Keywords: Mathematics Teachers, 21st-Century Skills, Personal skills;

Highlights

The highest mean was for the following item: “plans educational situations in a way that contributes towards achieving the desired objectives of learning mathematics,” and the lowest mean was for the following item: “employs a clear vision and future plan to bring about the desired change in the mathematics learners.”
The highest mean was for the following item: “completes the works related to teaching mathematics ahead of schedule,” and the lowest mean was for the following item: “develops the students’ self-development skills, such as collaborative work, dialogue, and self-criticism in learning mathematics.”
The highest mean was for the following item: “encourages students to think scientifically when teaching mathematics,” and the lowest mean was for the following item: “encourages students to critically read mathematical topics.”

Summary

Introduction

Preparing teachers in the 21st century is one of the most important developmental issues on which societies’ progress and their ability to face several and fast-evolving challenges are based. The challenges that face global societies are great and it is difficult for the most controlled and receptive future studies to predict their magnitude and impact. The challenges that face our Arab world are deeper and more complex. We need to catch up with the advanced nations and keep pace with global developments. This could only be achieved through building a conscious human being who is committed to their nation’s issues, concerns, and dreams; a creative human being who has the capability to innovate and develop, fulfilling these obligations

Objectives

Results

Conclusion