LGBT as Teachers: Perceptions of Colleagues and Administrators

Abstract

Introduction

A country's future economic growth is linked to the quality of its educational system. The Philippines' adult literacy rate as of 2015 is 96.6%, its youth literacy rate is 98.2%; concluding that Filipino teachers are effective. With the sudden increase of LGBT teachers, the question now is to be effective, the teacher must be male or female, but not an LGBT? A literature review does not mention that a teacher must be either a female or a male. This study presented 30 proven characteristics of effective teachers, and has asked 222 respondents as to their level of agreement that their LGBT colleagues are effective as secondary school teachers. Respondents also have provided input as to what grade level and subject their LGBT colleagues should teach to be more engaging and motivating for learners.

Methods

To obtain information concerning the perceptions of teachers and administrators regarding their LGBT colleagues, the descriptive research design was used and the purposive sampling technique was applied. The target population for this research was all the secondary school teachers and administrators in North II District, Caloocan City.

Results

Findings showed that both teachers and administrators perceived the level of agreement of the effectiveness of LGBT teachers is the same. Both almost answered "Strongly Agree" to the three clusters of characteristics of an effective teacher, being Self-Confident and Creative ranked as top. Even more apparent are the similarities in subjects taught it concluded that MAPEH is the best subject for their LGBT colleagues. As to Grade Level, both groups of respondents said they should handle any grade level since they were known to be adaptive and flexible.

Discussion

The researcher recommended the following: (a) For LGBT teachers, in particular, to take note what are their perceived weaknesses and strengths according to their co-teachers and administrators so that they can work further in enhancing or downplaying themselves as the case may be. (b) Recruitment Officers in Teacher Education Institutions are requested to take note that LGBT teachers are perceived by their colleagues to be flexible and able to teach any grade level; and should therefore not be discriminated against or discouraged. (c) For the school community to make sure that LGBT teacher should be treated equally with “straight” teachers and given the same rights and privileges. As a result of this study, the researcher hopes that readers' attitudes towards LGBT people be more accepting.