Acceptance of SOGIE (Sexual Orientation, Gender Identity, and Expression): The Narratives of Maltana National High School Teachers

Abstract

This study explored public school teachers' acceptance of students' Sexual Orientation, Gender Identity, and Expression (SOGIE) and its implications for creating an inclusive learning environment. The research aimed to uncover any disparities between ideal inclusivity standards and their actual implementation in schools, providing valuable insights for future efforts in promoting inclusivity. Eight teachers from Maltana National High School in Tampakan, South Cotabato, were individually interviewed using a qualitative research design and a phenomenological approach. The interviews were conducted in person and recorded for further analysis. The collected data were analyzed using Colaizzi's descriptive method with the assistance of R Shiny software. The findings revealed a strong commitment of teachers to inclusivity and support for SOGIE. They prioritized creating a discrimination-free classroom environment that fostered respect, empathy, and a sense of belonging for all students. The teachers actively implemented anti-bullying policies and provided mechanisms for reporting and addressing incidents, ensuring students felt supported and protected. The school acknowledged the importance of continuous professional development on SOGIE-related issues and aimed to integrate gender-inclusive content into the curriculum. Although challenges existed in aligning practices with school policies, the school demonstrated a dedication to inclusivity while balancing individual identity and institutional directives.The teachers actively worked towards fostering an inclusive learning environment, overcoming biases, and ensuring equitable access to resources for LGBTQ+ students. The school strove to create a culture that embraced diversity, promoted equality, and supported students' overall well-being. In conclusion, this study emphasized the importance of inclusivity and support for LGBTQ+ students, suggesting improvements such as enhancing classroom environments, strengthening anti-bullying measures, providing additional SOGIE training for teachers, and addressing biases. By implementing these measures, the school can create a learning environment where all students feel valued and supported, regardless of their gender identity or sexual orientation.