Collective Trust, Self-Efficacy and 21st- Century Skills Instruction of Faculty Members of a Private Institution

Abstract

in the ever-evolving landscape of education, faculty members play a crucial role in preparing students for the challenges and opportunities of the 21^st – century. As educators, they not only impart knowledge but also nurture essential skills and instill values that empower students to thrive in a rapidly changing world. Three important factors that contribute to the effectiveness of faculty members in this role are collective trust, self-efficacy, and 21^st – century skills instruction. This study was conducted to measure the level of collective trust, self-efficacy, and 21^st - century skills instruction of faculty members of a private institution. The study used the quantitative type of research. Quantitative data were collected through the use of the following survey instruments: the Omnibus T-Scale, Teachers’ Sense of Efficacy Scale (Tschannen-Moran, 2001), and West Virginia 21^{st -} Century Teaching and Learning Survey to measure collective trust, self-efficacy, and 21^{st -} century skills instruction of the respondents. There were 100 teacher-respondents in this study. Data gathered were treated using frequency, percentage, weighted mean, and correlation coefficient. The findings of this study revealed that the respondents manifested a high level of collective trust, self-efficacy, and 21^{st -} century skills instruction. Moreover, there is significant relationship between the respondent’s collective trust, self-efficacy, and 21^{st -} century skills instruction.