Pedagogical Content Knowledge Alignment with 21St Century Skills among Private Junior High Schools in Olongapo City, Zambales

Abstract

This study examined the alignment of Social Studies instruction with 21st-century skills and the Pedagogical Content Knowledge (PCK) of teachers in private junior high schools in Olongapo City, Zambales. Using a quantitative-descriptive design, data were gathered from 201 Grade 8 students and 30 Social Studies teachers across eight private schools through validated survey instruments. Descriptive statistics and non-parametric tests, including the Shapiro-Wilk Test, Mann-Whitney U Test, Kruskal-Wallis H Test, and Dunn’s post hoc analysis with Bonferroni adjustment, were utilized to analyze the data. Findings revealed that teachers demonstrated a very high level of Pedagogical Content Knowledge, particularly in pedagogical strategies and curriculum design. Students also perceived Social Studies instruction as aligned with 21st-century skills, especially in critical thinking and collaboration. However, relatively lower ratings were observed in creativity, leadership, and collaborative innovation. Significant differences emerged in selected student demographic variables, while most teacher demographic variables showed no significant differences in PCK. Despite these positive findings, the study acknowledges limitations related to self-reported measures, the absence of classroom observations, and the limited scope of private schools within one city. In response to the findings, the study proposed the SS21 Program: Bridging Pedagogy and Practice, a structured intervention framework designed to strengthen Social Studies pedagogy, enhance curriculum alignment, and cultivate critical thinking, creativity, collaboration, and civic leadership among learners. The program includes targeted professional development sessions, collaborative learning initiatives, civic engagement activities, and assessment enhancement strategies for private junior high schools.