Main Article Content
Mathematics teaching plays a crucial role in promoting and enhancing the students' achievement. As education leads in the 21st-century learning phase, mathematics teachers pose 21st-century learning skills to promote better learning classrooms for students. This study aimed to validate the instrument and determine the role of the Malaysian Mathematics Teachers(MMT) in promoting 21st-century learning. This research employed a quantitative method with a sample of 256 mathematics teachers in Perak, Malaysia. A set of questionnaires which consisted of 42 items with six dimensions, was distributed to all the participants. The data was analyzed using Partial Least Square (PLS), Structural Equation Modeling (SEM). The exploratory factor analysis (EFA) revealed that the data supports the scale of the study.The results revealed that the instrument is valid and reliable, with a Cronbach alpha value of 0.873. Besides, the results showed that the total variance extracted by the items within the constructs was 82.31%. The level of MMT to promote 21st-century learning is high, with a mean of 3.87. The ministry of education can use this questionnaire by considering the importance of teachers' role and examining the level of mathematics teachers in promoting 21st-century learning.