The Voices of LGBTQ+ Teachers: Insights Into Identity, Inclusion, and Profession

Abstract

This study involved eleven (11) LGBTQ+ teachers from the public schools in the City Schools Division of Cabuyao and have employed the transcendental phenomenological approach. The data were gathered from the interview with the participants. The study used the Cresswell method, the researcher worked with a data analyst to transcribe, code, and determine the subordinate and superordinate themes from the narratives of the participants. The study found out that the LGBTQ+ teachers viewed their social relations within the school setting as professionally meaningful but often marked complexity due to the persistent marginalization. They also shared that the ongoing struggles for recognition, equality, and dignity-the problems that reflect the broader challenges of asserting genuine identities in educational environment that is not always accepting. Despite inequality and identity-based threats, LGBTQ+ teachers continue to exhibit resiliency and commitment to their roles, striving to create inclusive and learner-centered classrooms. It also found out that the internal resilience and the external support system are both crucial in surpassing the marginalization. Building the strong professional networks and advocating for instructional change are essential steps toward fostering equitable and respectful school environments. Further, these teachers emphasized the significance of Gender and Development Training programs in empowering them to understand their rights and underpin their capacity to address social institutional pressures.