Multiple Intelligences and 21st Century Competencies of Social Science Teachers: Input to Continuing Instructional Development Program

Abstract

This study employed a mixed-methods sequential explanatory research design to investigate the Multiple Intelligences and 21st-Century Competencies of Social Science teachers at Capiz State University (CAPSU), serving as the foundational baseline for a Continuing Instructional Program. The investigation was carried out in two distinct, sequential phases. In the initial quantitative phase, a complete enumeration was utilized to survey 35 Social Science teachers across various colleges at the CAPSU–Main Campus during the academic year 2021–2022, including faculty from the College of Education (n=7), College of Management (n=6), College of Engineering and Architecture (n=5), and the Bachelor of Industrial Technology program (n=17). Data were gathered using a researcher-made, 108-item Multiple Intelligences Survey (alpha =.924) and a modified 36-item 21st Century Competencies Questionnaire adapted from Ravitz (2014) (alpha =.963). Quantitative data was computer-processed via SPSS using mean, standard deviation, and Pearson Correlation set at a .05 alpha level of significance. To explain and deepen these statistical trends, the second, qualitative phase gathered deeper experiential data through a Focus Group Discussion (FGD) with 8 Social Science teachers from across the wider CAPSU System. The integrated findings revealed that the overall level of Multiple Intelligences among the teachers was high (M = 3.94, SD = 0.35), with Existential Intelligence emerging as the highest domain, interpreted as very high (M = 4.37, SD = 0.35), followed by Naturalist Intelligence perceived as high (M = 4.09, SD = 0.47). Similarly, the teachers' overall level of 21st-Century Competencies was high (M = 4.20, SD = 0.59), with Collaboration (M = 4.23, SD = 0.52) and Creativity (M = 4.22, SD = 0.67) marked as very high. Inferential analysis demonstrated a significant positive relationship between the two variables (r = .343, p = 0.038), indicating that cognitive diversity serves as a vital foundation for professional skill. The qualitative data validated and contextualized these metrics; FGD participants explained that the inherent values-centric and societal focus of the Social Science discipline naturally fosters existential and naturalist traits. Furthermore, teachers actively cross-mapped their intelligence to the "4Cs," using interpersonal and linguistic domains to drive classroom collaboration and creativity, while relying on existential and logical strengths to anchor critical thinking during discussions of complex contemporary issues. However, the qualitative narratives also exposed systemic challenges, including heavy workloads and resource limitations that threaten sustained teaching innovation. In response to these combined statistical strengths and qualitative impediments, a data-driven Continuing Instructional Program was developed. The proposed program features targeted professional growth interventions, specifically: (1) Personality and Mental Health Webinars, (2) Curriculum Mapping, (3) Teaching and Learning Class Workshops focusing on Multiple Intelligences Integration, and (4) Educational Excursions, all designed to sustain instructional effectiveness and promote holistic teacher development.