Elementary Principals' Perceptions of 21st Century Skills in Southeastern Virginia

Abstract

The purpose of this study was to identify the perceptions of elementary school principals in Southeastern Virginia regarding implementation of 21st century skills. The Partnership for 21st Century Learning Skills framework was used as a foundation to identify the skills needed for the 21st century. In addition, the framework was used to examine elementary principal's perceptions of the most important and relevant 21st century skills to implement in elementary schools.

A mixed method study of elementary school principals in Southeastern Virginia Public Schools was conducted. Principals from school divisions in Southeastern Virginia were identified and asked to complete a survey. An online research survey was distributed to Virginia principals to determine their perceptions of implementing 21st century skills in elementary schools in Virginia. This study revealed that elementary principals perceived 21st century skills as being "very important" and "very relevant" in elementary schools; however, the rate of embeddedness into the elementary curriculum was low. This study yielded valuable information regarding the perception of school leaders that might influence research, theory, practice and professional development of elementary school principals as we move further into the 21st century and its associated challenges and demands.