LGBTQ Teachers Teaching Styles: Impression of Selected Grade 6 Learners in Ladislao Diwa Elementary School

Abstract

INTRODUCTION

Nowadays, homosexuality is increasingly being tolerated in the Philippines. Most Filipinos appear to be more comfortable with gays if they fit certain stereotypes and behave according to accepted norms. Gays are mostly seen in theaters or beauty parlors, but not as doctors, teachers, and other professionals. In the Philippine educational system, it was found that LGBTQ teachers are subject to discrimination under the guise of "academic freedom”. LGBTQ issues are not included in the curricula. However, in the year 2012, the Department of Education issued an order to protect children and teachers from violence, abuse, and exploitation regardless of sexual orientation and gender identity. The researcher aimed to determine the impression of Grade 6 learners in terms of the teaching styles of their LGBTQ teachers and if they found that their teacher is a part of the LGBTQ community.

METHODS

The respondents were Grade 6 pupils of Ladislao Diwa Elementary School, Division of Cavite City, School Year 2016-2017. Each class was divided into two groups, the boys and the girls. It also determined what gender had positive and negative responses. This qualitative action research used teacher-made sample questionnaires and random interviews.

RESULTS

Based on data gathered, there was a great significant positive impression from pupils. During the interview, almost all learners liked the teaching strategies showed by teachers. They added that the LGBTQ teachers were bubbly, compassionate, and creative. 85% of learners gave positive impressions and 15% had negative responses which imply that there were learners who were still not open to the LGBTQ community. Most female respondents had the greatest number of positive impressions compared with the male. They neversaid that they do not like their teachers, they just could not understand the LGBTQ thing, but they are open to further teaching sessions to learn about the community.

DISCUSSIONS

The positive impression of learners put a huge implication that learners nowadays are more open-minded. This study also breaks the stigma of inequality and gender bias. The respondents also stated that the teaching styles of LGBTQ teachers never had a negative effect on their academic performance. Instead, it has a positive contribution to their learning habits and even improved their academic performance. Learners become more respectful towards LGBTQ teachers. They learned to appreciate and respect their LGBTQ classmates. They also understand that LGBTQ people are humans and deserve to be respected and are equally worthy of rights and love. The findings of this study are strongly recommended by the researchers to be used for the basis of Gender and Development (GAD) programs in school and other references towards GAD researches.