The development of 21st century soft skills of teachers and learners becomes an interesting topic in much research with the objective to enhance instructional quality, teaching performance, and professional competence. Different researchers correlate the quality of classroom instruction to learning outcomes. This implied that to inculcate 21st century soft skills to the learners, the teachers must possess these skills and integrate them into their subject matter.
This study used descriptive-method and sampling technique because of its appropriateness to the topic of this research. The methodology helped the researcher to determine the neophyte teachers’ soft skills, its relationship to teaching performance, and core behavioral competencies based on the latest Individual Performance Commitment Review Form (IPCRF) of neophyte teachers in North District I Division of Caloocan.
This study yielded the following significant results. Majority of the teacher respondents are 26-30 years old, mostly are female, bachelor’s degree, neophyte teachers, below five years in service, and attended the computer related seminars and training, hence these neophyte teacher – respondents were at the prime of their career but vertically align to the profession they are working.
Moreover, the level of soft skills of neophyte teachers in terms of the following skills: communication, information management, leadership skills, and thinking and problem-solving skills were on outstanding. The school-based training and self- education helped the teachers improve their 21st century soft skills.
The significant relationship on the assessment of the respondents on the level of soft skills of neophyte teachers when group according to their profile implied that age, civil status, gender, highest educational attainment, and seminar/ training are all less than on critical value which means that there is no significant relationship. However, there is a significant relationship between the length of service and the level of soft skills of neophyte teachers because the null hypothesis decision is on rejecting region. Likewise, the level of teacher’s core behavior competencies based on the latest Individual Performance Commitment Review Form and indicators were outstanding.
In addition, there is a significant relationship between the level of soft skills and the level of core behavioral competencies of neophyte teachers because the computed p-value is greater than the alpha level of significance that leads to the decision of rejecting the null hypothesis.
Lastly, the proposed supplemental teacher training induction program was crafted to provide technical assistance on the enhancement of their 21st century soft skills which empower the teaching performance and professional competence of neophyte teachers.
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