21ST-CENTURY SKILLS ON TEACHERS' IMPLEMENTATION PERFORMANCE
Description
This dataset was generated to understand the impact of 21st-century skills on the teaching performance of secondary school teachers in Sekondi-Takoradi, Ghana. The motivation behind creating the dataset lies in recognizing that these skills significantly affect teachers' effectiveness in integrating them into the teaching and learning process. The study's objectives were twofold: firstly, to identify specific essential skills within the broader category of 21st-century skills that play a significant role in predicting teachers' implementation performance, and secondly, to explore potential gender differences in the application of these skills among secondary school teachers.
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We opted for a descriptive survey design to precisely portray the phenomena under investigation. Descriptive surveys provide a framework for researchers to quantify and scrutinize data, enabling the identification of patterns, trends, and relationships within the targeted group. Utilizing diverse data collection methods, such as questionnaires and interviews, descriptive surveys facilitate the acquisition of comprehensive data, which can be organized and presented systematically. This approach proves particularly valuable when aiming to depict the prevalence of specific behaviors, attitudes, or characteristics within a given population, establishing a firm foundation for subsequent analyses and well-informed decision-making. In our study, which focused on teachers in Sekondi-Takoradi, we employed a multi-stage sampling technique to select participants. The initial stage involved employing a purposive sampling method to encompass all public schools in Sekondi-Takoradi, aligning with our research objectives. Subsequently, a proportionate sampling method was implemented in the second stage to address variations in the number of teachers across schools, ensuring equitable representation. Following Krejcie and Morgan's sampling table, we determined a minimum sample size of 317 teachers from the total population of 1780. To enhance the study's robustness, 15% was added to the minimum size, resulting in the selection of 370 teachers from Sekondi-Takoradi. The final stage incorporated the use of a simple random method to guarantee an unbiased selection of participants. The data for this study were gathered through responses from students using Google Forms, with the primary data collection instrument being a questionnaire. The questionnaire was adapted from the West Virginia 21st Century Teaching and Learning Survey [WVDE-CIS-28], as developed by Ravitz in 2014. The study focused specifically on six out of the original eight dimensions presented in the survey. These dimensions include critical thinking, collaboration, communication, creativity and innovation, self-direction, and using technology as a tool for learning.