EDUCATORS’ KNOWLEDGE, SKILLS, COMPETENCIES AND PERFORMANCE IN THE FOURTH INDUSTRIAL REVOLUTION, PROVINCE OF LAGUNA

This study aimed to determine the basic education educators’ knowledge, skills, competencies, and performance for the Fourth Industrial Revolution in the Department of Education, Laguna. Data were gathered from one hundred and ninety-three (193) basic education educators from the Department of Education (DepEd), Division of Laguna. Survey questionnaire with five-scale checklist was adopted and used to gather data. The gathered data was statistically computed and analyzed using the mean, standard deviation, and Pearson r formulas in describing the direction of relationship between the given and among the foregoing variables respectively. They serve as basis for the empirical testing of the null hypotheses at a specified percentage level of significance in order to come up into valid analyses and interpretation of the findings as basis for reliable conclusions and feasible recommendations. Majority of the basic education educators are classified as belonging to Gen X and Gen Y. Only few are said to be Gen Z or popularly termed ‘Millennials’ As regard to sex, majority of the educators are female which proved that education is a female world. As to the highest educational attainment, basic education educators have varied educational attainment but the dominant attainment is completion of the Bachelor’s degree with Masteral Units. On the length of service, Gen X and Gen Y, have quite spent a number of years from 6 years and above in the service educating learners. It was revealed that majority (76%) of the respondents admitted that they have not experience any form of training, seminar or similar activities which pertains to the Fourth Industrial Revolution. Only 50 or 24% of the respondents were in admission that they have attended some seminars, training, workshops and similar activities related to the Fourth Industrial Revolution. Basic education educators reported that they are knowledgeable (3.69) about the forces that shape education. Likewise, basic education educators admitted that they are knowledgeable. The skills and competencies of basic education educators on general qualities were reported as skilled (4.06) and competent (4.14) respectively; on the use of digital technology- educators said they are skilled (3.92) and competent (4.03) respectively; on developing digital learning resources, they admitted they are skilled (3.96) and competent (4.05) respectively; on re-mix of learning, educators said they are skilled (3.95) and competent (4.02 respectively; in the area of communication, educators said they are skilled (4.16) and highly competent (4.28) respectively; under facilitating learning, educators said they are highly skilled (4.24) and highly competent (4.23) respectively; on pedagogical strategies they admitted they are skilled (4.13) and competent (4.17) respectively; on assessment of learning, educators said they are skilled (4.15) and highly competent (4.22) respectively; and on personal characteristics, educators admitted they are highly skilled (4.29) and highly competent (4.29) respectively. According to the data gathered majority (92.23%) of basic education educators’ performance are very satisfactory. Only few (7.77% were reported outstanding. The relationship between basic education educators’ knowledge on the factors affecting education is reported to be weak but significant; on basic education educators’ knowledge on the trends in education is moderately but significantly related to their performance. As regard the relationship between the basic education educators’ skills and competence on their performance, it is reported that in the area of facilitating learning the relationship is very strong and significant. All other areas for the Fourth industrial revolution were reported to have strong and significant relationship with the basic education educators’ performance.