Teacher Innovation and 21st Century Skills of Learners in Digos Oriental District, Digos City Division

Abstract

This study aimed to determine the extent of instructional support as a determinant of stress resiliency of teachers in Digos Oriental District, Digos City Division. The findings revealed that teachers’ instructional support in terms of delivery and instruction, assessment of learning, learning support, and learning resources was oftentimes manifested. Teachers frequently work hard to sustain instructional support in learning. This is also manifested in the resilience to stress by teachers in face-to-face learning since they rated most of the variables extensively. However, some delivery and instruction items, such as email, messenger, and chat for announcements and reminders and providing instructional support any time during the day of online learning activities, as shown in the results, were less extensive. The teachers believe do not emphasize this in the pedagogical techniques used by teachers. However, practicing and retooling them was an option. Moreover, the teachers’ stress resilience in terms of student behavior and intrapersonal conflicts is less extensive. This means the respondents could not manage their interactions with the learners well. The aspects of stress resiliency, along with the other variables, need to be handled by the school's teachers since they are doing their best to teach. DepEd should also establish programs for reskilling and upskilling them alongside curriculum experts and parents.