Journal of Global Research in Education and Social Science

This study aimed to determine the significant relationship between strategic thinking skills and global competence among teachers in Baganga South District, Division of Davao Oriental. Grounded in Social Cognitive Theory, which highlights the role of cognitive processes in shaping behavior and adaptability in professional settings, the research explored how strategic thinking influences teachers' global readiness. A descriptive-correlational design was employed, involving 144 teachers selected through simple random sampling from various public elementary schools. Data were collected using standardized questionnaires and analyzed through mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The results revealed that teachers demonstrated very extensive levels of both strategic thinking skills (M = 4.33, SD = 0.52) and global competence (M = 4.34, SD = 0.40). Correlation analysis indicated a strong and significant positive relationship between the two variables (r = 0.76, p = 0.000). Further regression analysis confirmed that domains of strategic thinking, including systems thinking, reframing, and reflecting, significantly influenced global competence (r = 0.76, p = 0.000). These findings underscore the need for targeted professional development programs that enhance teachers' strategic thinking skills as a means of building global competence. Strengthening these areas will empower educators to foster cross-cultural understanding and prepare students to navigate and contribute meaningfully in an interconnected global society.