The impact of primary school teachers' 21-century skills on their attitudes towards the teaching profession

In the 21st century, the competencies that individuals are expected to have are referred to as 21st-century skills. The objective of this study is to ascertain the impact of primary school teachers' 21st-century skills on their attitudes towards the teaching profession. The research examined both the proficiency levels of primary school teachers in 21st-century skills, as well as their attitudes towards the teaching profession. Teachers' proficiency in 21st-century skills and their positive attitudes towards the teaching profession are identified as pivotal factors in achieving success. The present study sample comprised 251 primary school teachers working in public elementary schools in the central district of Bartın during the 2024–2025 academic year. The study revealed that primary school teachers' 21st-century skills, categorised into sub-dimensions of learning and innovation, life and career, and information, media, and technology skills, exhibited a statistically significant and positive correlation with their attitudes towards the teaching profession. Furthermore, a high level of proficiency in 21st-century skills was demonstrated by primary school teachers. Similarly, their attitudes towards the teaching profession were found to be at the highest level. Classroom teachers' 21st-century skills significantly predict their attitudes toward the teaching profession. According to the model, the total 21st-century skills score and its sub-dimensions together explain 57% of the total variance in attitude scores toward the profession. In light of the findings, the following key recommendations can be made: It is recommended that educational content related to 21st-century skills be expanded on platforms such as the Education Information Network (EBA) and the Teacher Information Network (ÖBA). It is recommended that the Ministry of National Education conduct online surveys measuring attitudes towards the teaching profession at the end of each fall and spring semester. This would facilitate the identification of areas for improvement and support the implementation of practices aimed at enhancing positive attitudes towards the profession.