Collective Trust, Administrative Support, Self-Efficacy, and 21st Century Skills Instruction in a Private Higher Education Institution

This quantitative study aimed to determine the levels of collective trust, administrative support, self-efficacy, and 21st-century skills instruction among faculty members of a private higher education. It also sought to develop a predictive model of teachers’ instruction in 21st-century skills. Quantitative data were collected using the following survey instruments: the Omnibus T-Scale (Hoy & Tschannen-Moran, 2003), the Methner Administrative Support Survey (Methner, 2013), the Teachers’ Sense of Efficacy Scale (Tschannen-Moran, 2001), and the West Virginia 21st Century Teaching and Learning Survey (Ravitz, 2012). These instruments were used to measure collective trust, administrative support, self-efficacy, and instruction in 21st-century skills. The data gathered were analyzed using frequency and percentage, weighted mean, standard deviation, and multiple regression analysis. The findings revealed that the respondents demonstrated a high level of collective trust, administrative support, self-efficacy, and instruction in 21st-century skills. Based on the results, a statistical model called 2CSIP was developed to help the administration predict teachers’ instruction in 21st-century skills.