Lived experiences of gay and bisexual teachers: The case of basic education teachers in rural Philippines

Abstract

This study employs a qualitative exploratory approach to examine the lived experiences in rural schools of gay and bisexual teachers. The informants who were purposively selected were ten gay and bisexual teachers currently teaching in rural elementary and secondary schools. Interviews, focus group discussions, and direct and participant observation were used in gathering data. Thematic analysis was utilized to understand their lived experiences in their workplace. The study reveals that the profile of gay and bisexual teachers varies from one another and contributes largely to their lived experiences, particularly along with the discriminatory practices they experienced in school. The absence of school policies and lack of knowledge on LGBT issues led to discrimination they experienced in their workplace. To combat the issue of their gender orientation, professional and personal responses were utilized to break stereotypes of the sexes. The study recommends that the school may strengthen training and seminars for teachers, school heads, learners, and non-teaching personnel on gender mainstreaming to capacitate them in handling emerging gender-related issues. Likewise, teachers must implement gender-responsive basic education by integrating LGBT concepts into teaching subjects. In addition, school policy may be formulated towards equality and inclusivity of the school environment.