This study was limited to the 21st-century teacher's teaching practices and the interest of the sixty (60) secondary and senior students in the district of Magdalena. It was focused on the sub- questions; 1) what is the status of the 21st-century teacher in terms of teaching practices as to communication, instruction, critical thinking, knowledge in ICT, and cooperation? 2) what is the level of student's interest in motivation, self-esteem, confidence, aspiration, and persistence? and 3) is there a significant relationship between 21st-century teacher teaching practices and student interest? The following were the significant findings of the investigation: first, the status of 21st century teachers in terms of teaching practices regarding communication instruction, critical thinking, knowledge in ICT, and cooperation were all verbally interpreted as Very High. Second, the level of student's interest in motivation, self-esteem, confidence, aspiration, and persistence were verbally interpreted as High. Lastly, it is interesting to note that there is a strong and positive relationship between the students' interest in motivation, self?esteem, confidence, aspiration, and persistence and the teaching practices in terms of communication, instruction, critical thinking, knowledge of ICT, and cooperation. The correlations are significant. It was concluded that there is a significant relationship between the 21st-century teacher teaching practices and students' interests; thus, the hypothesis is rejected.

21st century skills