Administrators’ Innovative Leadership Practices and Teachers’ 21st Century Skills

The study was conducted from January to July 2024 to determine the relationship between the administrators’ innovative leadership practices and teachers’ 21st century skills. A total enumeration involving 36 Administrators and 130 Teachers from the four school campuses was used in the study. A quantitative approach was employed in the study, using an adapted survey as a data gathering method. The collection of data was done through a survey using Microsoft Forms to determine the innovative leadership practices of administrators in the aspects of strategic thinking, innovative thinking, action patterns, and interpersonal skills, and the aspects of learning and innovation skills, information, media, and technology skills, and life and career skills. The descriptive and inferential statistical tools utilized were the Median, Mann-Whitney U Test, Friedman Two-Way ANOVA, and Spearman Rank Correlation Analysis. Results revealed that the extent of innovative leadership practices of administrators as perceived by the teachers is less practiced. However, to administrators’ perception, the extent of innovative leadership practices of administrators is always practiced. This implies a perception gap that reflects a broader organizational culture that is resistant to or slow in adopting innovative leadership practices and a lack of alignment in their understanding and appreciation of innovative leadership practices. On the other hand, the level of teachers’ 21st century skills is ver high as perceived by the teacher participants. Yet, the administrators’ perception of 21st century skills of teachers is on a low level. The divergent perceptions between teachers and administrators suggest a fundamental lack of alignment in their understanding and assessment of the teachers’ 21st century skill levels and with the actual skill levels and needs of the teaching staff.