The Mediating Effect of 21st Century Skills on the Relationship Between Digital Literacy and Teaching Performance

In the rapidly evolving landscape of education, the integration of technology has become pivotal, emphasizing the significance of both digital literacy skills and 21st century skills for educators. This study aims to investigate the mediating role of 21st century skills in the association between digital literacy skills and teaching performance. Drawing on a theoretical framework encompassing digital literacy, 21st century skills, and teaching performance, a quantitative research approach was employed. Data was collected from a diverse sample of educators. The research study purposely identified 300 senior high school students who are enrolled in the 2 identified national high schools under the division of Panabo City, Davao Region. The results showed that even though digital literacy skills, teaching performance, and 21st century skills got high/very high ratings, teachers must enhance their information and data literacy skills, digital content creation skills, and problem-solving skills. This study revealed that there is no significant relationship among the variables since the correlation is significant at the 0.01 level (2- tailed). Using the Sobel test, the result further indicates that there is insufficient evidence to conclude that there are significant effects of the moderating variable on teaching performance. Moreover, the study showed that there is no significant association between the independent variable to the teaching performance thus, there is no direct effect of these variables. Lastly, there is not enough evidence to conclude there are significant total effects of literacy skills on teaching performance thus, there is no indirect effect of digital literacy skills on teaching performance.