Competence of Public and Private Junior High School English Teachers in Integrating 21st-Century Learning Skills Under the Matatag Curriculum: Basis for an Intervention Program

This study examined the competence of public and private junior high school English teachers in integrating 21st-century learning skills under the MATATAG Curriculum. It specifically focused on teachers’ competence in Information, Media, and Technology Skills; Learning and Innovation Skills; Communication Skills; and Life and Career Skills, while also considering selected profile variables, school type, and the challenges encountered during classroom implementation. The study was conducted in the context of junior high school English instruction and was designed to generate evidence to inform an intervention program for teachers. Data were gathered from teacher and learner respondents using survey questionnaires, and the results were used to determine competence levels, examine differences and relationships among variables, and identify prevailing difficulties in integrating 21st-century skills in English teaching. Findings indicated that English teachers demonstrated competence in integrating 21st-century learning skills, although variations were observed across domains and teaching conditions. The results also revealed existing challenges that may affect effective curriculum delivery, particularly regarding classroom practice, instructional support, and the demands of implementing the MATATAG Curriculum. Based on the findings, an intervention program was proposed to strengthen teacher competence and support more effective integration of 21st-century learning skills in junior high school English classes. The study provides useful input for teachers, school administrators, and education stakeholders in designing responsive professional development initiatives aligned with current curricular reforms.