Teachers’ Acceptance of Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students

Authors

  • Greg T. Teodoro Author

Keywords:

LGBTQ Students, Teachers’ Acceptance, Gender and Development, Gender Equality, Positive Teacher-Student Relationship, Junior High School

Abstract

Teachers play a crucial role in building a harmonious school environment. However, there are some teachers that treat lesbian, gay, bisexual, transgender, and queer (LGBTQ) students with neglect. Disregarding gender issues and concerns, they discouraged LGBTQ students to realize their full potential. As teachers are very essential in addressing gender equality issues in the classroom, the Researcher explored the teachers’ acceptance of LGBTQ students. The Explanatory Sequential Mixed Methods Design was used to connect the quantitative results to the qualitative data collection. There were 200 teacher-respondents, and 50 LGBTQ student-respondents who were surveyed. To further determine the experiences of these students, 12 of them were interviewed. The key results of the study revealed that teachers have a high level of acceptance of LGBTQ students, and it is equally perceived by their LGBTQ students. They related their teachers’ acceptance with the practice of gender equality. These students revealed that they were accepted by their teachers because the latter treated them as normal persons and equally as that of other students. These results guided the enhancement of the Gender and Development (GAD) program.

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References

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Published

2021-07-01

Issue

Vol. 1 No. 2 (2021): International Journal of Teacher Education and Teaching July 2021

Section

Research Articles

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