Examination of teachers' professional qualifications and 21st century learning skills

The purpose of this study is to determine whether the relationship between the vocational qualifications of teachers and their 21st century learning skills varies significantly from gender, age, educational status, branch, graduated high school, settlement where they grew up, occupational seniority, teaching degree, preference for teaching profession, and school satisfaction status variables. The research used a relational screening model. The universe of research is composed of 3,547 teachers in the city of Burdur, the district and the village schools of MEB. The research includes 267 women and 241 men who volunteered to participate in this research, and a total of 508 teachers. The research's data is collected through "Teacher's Professional Qualification Scale", developed by Tasar (2012), "21st Century Learning Skills Scale" developed by Goksun and Kurt (2017), and the "Personal Information Form" developed by the researcher. SPSS 26.0 program was used to analyze the data of the research. Descriptive statistics such as frequency, percentage, arithmetic mean and standard deviation were used for analysis. The reliability of the scales used in the research was tested by calculating internal consistency coefficients (Cronbach's Alpha). A positively meaningful relationship has been found between the professional competences of teachers and their skills of 21st century learners. It has been concluded that teachers' professional competences differ significantly from their gender, age, level of education, professional seniority, graduating faculty, the teaching level, the type of residence that is employed, and the status of school satisfaction. Finally, teachers' learning skills in the 21st century varied significantly from their gender, age, educational level, professional seniority, graduating faculty, faculty of attendance, location of duty, and school satisfaction.