When Academe Meets Lgbtqia+: Challenges and Coping Mechanism of LGBT Teachers

LUBAO NATIONAL HIGH SCHOOL (SENIOR HIGH SCHOOL)
WHEN THE ACADEME MEETS LGBTQIA+: OCCUPATIONAL CHALLENGES
AND COPING STRATEGIES OF LGBTQIA+ TEACHERS IN LUBAO
PAMPANGA
ERRAZO, XANDER M.
FAJARDO, KIM DARYLL R.
LINGAD, MICHAEL VINCENT S.
MANZANO, KASHMIR C.
PAULE, JOHN RAY V.
VITUG, ARIES E.
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Table of Contents
ABSTRACT ....................................................................................................................... ii
ACKNOWLEDGMENTS ................................................................................................ iii
LIST OF FIGURES ............................................................................................................v
LIST OF TABLES ............................................................................................................ vi
INTRODUCTION ..............................................................................................................1
Background of the Study ....................................................................................................1
Review of Related Literature ..............................................................................................1
Conceptual Framework .......................................................................................................2
Statement of the problem ....................................................................................................2
Significance of the Study ....................................................................................................3
Scope and delimitation........................................................................................................3
SDefinition of Terms ..........................................................................................................3
METHODOLOGY .............................................................................................................5
Research design ..................................................................................................................5
Participants and Sampling Techniques ...............................................................................5
Ethical Consideration ..........................................................................................................6
Research Instrument............................................................................................................6
Data Collection Procedure ..................................................................................................6
Treatment and Analysis of Data .........................................................................................7
RESULTS ...........................................................................................................................8
DISCUSSION .....................................................................................................................9
Summary of Findings..........................................................................................................9
Conclusion ..........................................................................................................................9
Recommendations .............................................................................................................10
List of References .............................................................................................................11
APPENDICES ..................................................................................................................12
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CHAPTER 1
INTRODUCTION
LGBTQIA+ spectrum has shined all across the whole world as years go by many and
many people came out of the closet and chosen to show their colorful identity. Moreover,
academia is one of the settings where LGBTQIA+ members are present whether as a staff
members, students, or educators, exploring the work experience of teachers this research paper
will investigate how the teachers who are part of the community face it, and what obstacles they
encounter in their school environment.
According to Blakemore (2021), the acronym for the group of persons that includes
lesbian, gay, bisexual, transgender, queer, intersex, and asexual individuals has expanded as
society's awareness, acceptance, and inclusion of various sexual identities and gender
expressions have. The L was the first letter of the LGBTQ+ acronym to be created, out of all
the other letters. The phrase had for many years been linked to the poetry of Sappho, a Lesbos
- born ancient Greek lady who wrote of same-gender affection. It became more and more
common as time went on, and women who secretly and then openly loved other women
embraced it.
Despite its origins are vague, the term "gay" was eventually accepted by males who
disregarded the status quo with public demonstrations of same-gender love. The term
“transgender” was the first used in a psychology textbook, according to historians.
Transfeminine activists like Virginia Prince popularized the term by stating that sex and
gender are two distinct concepts. “transgender” became more and more accepted as a part of
the larger LGBT rights movement, and it was widely used by the 2000s, taking the place of
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the other terms that made fun of or undervalued trans persons. Most academics view the use of
“queer” as a reclamation. To recognize people questioning their gender or sexual identity, Q
also used to stand for “questioning”. LGBTQ is sometimes followed by a plus sign, which
stands for a wide range of gender identifications and sexual identities, or the letters I
(“intersex”) and A (“Asexual”).
The gay community evolved over the years The LGBT+ community advocates to be
recognized and accepted by society. In connection to our study gender is a variety of diverse
identities mainly Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, etc. showing
relevance in every environment like school, work, and family where they are present.
In addition, Sadowski’s (2020), “Safe Is Not Enough” demonstrates how teachers can
provide all-encompassing support for LGBTQ children’s good development in order to build
fully inclusive educational environments. Identifies emerging practices such as developing an
LGBTQ-inclusive curriculum, fostering a whole-school environment that is supportive of
LGBTQ students, providing adults who can act as mentors and role models, and launching
successful family and community outreach programs using examples from classrooms,
schools, and towns across the nation. While there has been little progress on LGBTQ issues in
schools, there have been steps taken in many regions of the country to make schools safer and
more accepting of LGBTQ children. Typically, schools do this by updating their anti-bullying
rules and creating GSAs (gay-straight student alliances). However, in order for schools to
become environments where LGBTQ kids may reach their full potential, more is required and
need a strategy.
Indeed, the book “Safe is Not Enough ”, discussed how educators may create a
welcoming environment for LGBTQ students and members. It also describes the measures
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taken by the teachers to create safe places, such as developing a curriculum that is inclusive of
LGBTQ students, building a supportive climate throughout the school, and providing adults
who can serve as guides. In summary, this book is all about how instructors can make their
environment safer places to learn. This related article is related to our study since it focuses on
the difficulties faced by LGBTQ students. Since it exposes LGBTQ challenges and steps
schools took to make LGBTQ students safer in school, it serves as the foundation for our
study. In fact, they have the fortitude to handle it and transform it into a perspective that gives
their lives meaning and strength.
Moreover, in the book "That's so gay!” Lesbian, gay, bisexual, and transgender (LGBT)
individuals encounter small types of unfairness, sometimes known as microaggressions.
Microaggressions are everyday interaction that takes place in multiple types of social
situations, such as at workplace or school, with friends and family, and even with other LGBT
individuals. These combined experiences are linked to victimization emotions, suicidal
thoughts, greater rates of substance addiction, depression, and other health issues among
LGBT people (Nadal, 2013).
In keeping with that, it provides an insightful analysis of the research on prejudice
4against LGBT people and some constructive critique. This book looked at the various forms
of prejudice LGBTQ persons experience at work, in school, etc. LGBTQ persons have gone
through loss, anxiety, suicidal thoughts, etc. as a result of this bigotry. Nadal (2013), provides
thought-provoking advice in his book "That's so Gay!" on how to stop this kind of prejudice
and mockery of LGBTQ people. With respect to our study, they both stressed the various
forms of bias LGBTQ persons experience at work and in the classroom.
Besides based on Johnson and Philips (2020), giving competent care requires
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knowledge of the sex, gender, and sexual orientation spectrums. LGBT+ people may have had
unfavorable contact with healthcare providers and have health inequalities as a result of stigma
and discrimination. Despite having greater rates of depression, anxiety, eating disorders,
suicidality, substance misuse, and some cancers LGBTQ+ people may neglect their healthcare
needs due to a lack of faith in the healthcare system. The health of LGBT+ employees may be
impacted by prejudice when obtaining health insurance, employment, housing, and retirement
benefits, as well as by a lack of social services and medical professionals qualified to treat
LGBT+ needs.
An occupational health nurse can get the crucial information they need to assist
LGBT+ workers by respectfully discussing sexual health with them. The occupational health
nurse can better discern between sexual activities and sexual orientation or identity with the
aid of open-ended inquiries. Men having sex with men (MSM) and women having sex with
women (WSW) are health terminology that places an emphasis on behaviors rather than
identity. Occupational health nurses should refrain from misgendering workers based on their
proclaimed identities; instead, they should ask them for their preferred pronouns and provide
an apology if they did. Occupational health nurses should similarly diligently maintain worker
confidentially and push for workplace policies and procedures that protect LGBT+ workers.
Interaction of LGBTQ to administrations creates challenges for example health care,
diseases, and disorders in LGBTQ members are neglected because some health workers are
not equipped with basic knowledge about gender and sex which breeds stigma and
discrimination. With regards to our study, community, and administrations treat LGBTQ
differently from straight people even in every place, people without basic knowledge of
LGBTQ will craft frustration and difficulties with community members.
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Meyer and Leonardi (2018) provided support for their assertion that "teachers who serve
transgender, non-binary, and gender-creative (trans) kids have professional learning
requirements, and they have recommended best practices. As defined as any child whose
behavior deviates from norms for the sex category to which they were born or who identifies
as a gender other than the sex category to which they were born, trans children were the
subject of interviews with teachers from preschool through secondary school who had
experience working with them.
Due to this, teachers who work with LGBTQ teenagers are required to complete
professional development requirements, and they have offered best practices. Interviews were
done with teachers who had experience working with transgender kids in preschool through
high school. Two unique ideas—exposure pedagogies and a culture of discussion—that
developed from evaluating the data and relevant literature are discussed with regard to
professional development and educator training. Due to the fact that teachers who assist
LGBTQ+ have professional learning requirements and have suggested best practices, this
article is related to this research study. Teachers who have worked with LGBTQ students in
preschool through high school are interviewed by colleagues.
Moreover, according to the study of Neary (2013), teachers who identify as lesbian,
gay, or bisexual have had a difficult time controlling their sexuality in environments where
heteronormative policing has led to misrepresentation and prolonged silence. However, many
educators have made an effort to combat this by 'coming out' or partaking in a disclosure
process. The eight self-identified lesbian and homosexual teachers who participated in this
qualitative study worked in Irish primary and secondary schools.
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Findings imply that the disclosure procedure is useful for these teachers and satisfies their
demand for candor and openness. They still struggle, though, with components of their school's
culture and their teaching identities. This essay contends that the challenges these instructors had
when navigating the disclosure procedure are an example of the advantages that heterosexuality
enjoys in the Irish educational system and the benefits that come with having a "normal" sexual
identity. It supports the investigation due to the fact that lesbian, homosexual, and bisexual
teachers have found it difficult to control their sexuality in settings where heteronormative
policing has resulted in distortion and silence. The disclosure method is helpful for these
instructors, but they still have issues with the culture of their schools and their own teaching
identities. The essay argues that the difficulties these teachers encountered during the disclosure
process serve as an illustration of the benefits of heterosexuality in the Irish educational system
and of having a "normal" sexual identity.
Likewise, Ziegler (2021), stated that research shows that being a member of the
community has an impact on the school environment which affects other teachers. The
members of Educators in the LGBTQ+ community were primarily concerned about losing
their employment; now, though, they are more worried about being judged by other Co-
workers. The administration decides whether a school's environment is welcoming and
whether their instructors who are LGBTQ+ are supported this present to educators who are
working in the school environment how to more educate on the LGBTQ+ community and how
to be supportive and accepting in the school environment.
In connection, LGBTQ+ persons are not allowed to have certain jobs. Teachers who
have been seen in gay environments frequently inquire about how they may be more
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welcoming of the LGBTQ+ population as well as how they can act with less prejudice and
greater openness in such settings.
Significantly, Baker, S. J., & Lucas, K. (2017) proved that “Although more organizations
are making an attempt to be viewed as "gay-friendly," workplaces are still difficult for
LGBTQ employees to navigate. LGBTQ workers encounter risks to their dignity at work and
utilize protective measures to counter those threats. LGBTQ working adults reported that
when they express their true gender/sexual identities, a variety of identity-sensitive
inequalities undermine their safety and security, threatening their dignity. Social harm,
freedom violations, career harm, and physical harm are some risks to safety and security that
specifically target dignity.
Despite the fact that many employers are attempting to appear more welcoming to
LGBTQ. The workplace presents challenges for LGTBQ workers/members who face threats
to their rights at work and take precautions to combat harmful behaviour. This study is
connected to this topic for the reason that it has a purpose in LGBTQ+ work experiences about
social identities, autonomy violations, professional damage, etc. which are considerably true in
academe settings, safety and security of people in the community are affected based on their
gender.
Human rights for women and members of the lesbian, gay, bisexual, transgender, and
queer (LGBTQ) community have made significant progress. Human resources management
(HRM) initiatives for gender equality in the workplace, however, almost solely target white,
heterosexual, cisgender women, neglecting to consider the issues faced by other genders and
social minorities. (Pia, 2019).
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Under Section VII of the Civil Rights Act (Title VII), which forbids discrimination
against workers based on a variety of factors, including sex, inclusive of gender identity and
sexual orientation, public school personnel are protected. They also cannot do so when
determining responsibilities, salary, benefits, or any other important aspect of employment.
Also, employers are not allowed to tolerate homophobic workplace environments or to harass
staff members based on their sexual orientation or gender identity.
In a nutshell, because women and LGBT community members have considerable access
to human rights, lesbians and gays should also have the right to gender equality in the
workplace. This means that an employer cannot make hiring, firing, or promotion decisions
based on a person's sexual orientation or gender identity. There are those who work but are not
subject to any prejudice because of their sexuality or gender identity of a particular group of
people, but it is known that prohibits discrimination against workers based on various factors,
including gender, identity, and sexual orientation.
Moreover, (Thèveny et al., 2013) state that, implementing OSH and education with a
whole-school strategy. Education plays a critical role in helping the great majority of people to
gravitate toward that condition by educating future generations for adult life. General concepts
of health, safety, and well-being as well as social aspects will be included in early childhood
education (nursery, baby, primary, and secondary). Also, a state of total physical, mental, and
social well-being" is how the World Health Organization (WHO) defines health. In order to
promote the idea of health, safety, and well-being at work as well as in adulthood and as a
citizen for teenagers and young adults (vocational education, higher education), the emphasis
will then gradually move to building social and professional skills (WHO).
It is connected because early childhood education (nursery, baby, primary, and
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secondary) will include general concepts of health, safety, and well-being as well as social
aspects, helping the vast majority of people gravitate towards that condition by preparing
future generations for adult life.
Furthermore, the (Philippine Teacher’s Professionalization Act of 1994 SEC. 15),
qualifying standards for candidates no applicant will be permitted to sit for the course unless,
as of the application deadline, he has satisfied the following requirements: a Filipino national
or an outsider whose nation shares reciprocity with the Philippines in the practice of teaching;
the minimum age of eighteen (18) years; in good health, well-known, and having high moral
standards; not been found guilty of a crime involving moral turpitude by a court's final
judgment; a graduate of a school, college, or university approved by the government who
meets the following minimal educational requirements: a bachelor's degree in early childhood
education (BECED) or it’s equivalent for preschool teachers; for educators.
Professional teachers must have the qualities and the proper requirements for his/her
profession. He/she must be of legal age, living a healthy lifestyle, have moral values, and have
a bachelor’s degree. In this case, gender identity and sexual orientation have no meddling in
the teaching profession based on the professionalization act, there are a lot of requirements to
be a professional educator but it does not include a matter relevant to gender.
House Bill No. 4982, also known as "An Act Prohibiting Discrimination on the Basis of
Sexual Orientation or Gender Identity or Expression (SOGIE) and Providing Penalties
Therefore, other anti-discrimination measures have been introduced in the past, but they were
never SOGIE-specific and included the LGBT++ community alongside other groups like the
indigenous or the differently abled. The law begins by defining and introducing the ideas of
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sexual orientation, gender identity, and gender expression. It also includes a glossary of
terminology that is related to the aforementioned themes.
The following section lists the acts that the bill declares to be unlawful and
discriminatory, including the denial of rights to members of the LGBTQ+ community based
on their SOGIE, including the right to access public services, use businesses and services,
including housing, and the right to apply for a professional license, among others. Differential
treatment of an employee or anybody hired to provide services, refusal or revocation of
accreditation to any organization owing to an individual's SOGIE, and denial of entrance to or
expulsion from an educational institution will also result in penalties. The legislation labels
discrimination as well.
Additionally, the publication of information intended to "out" a person without that
person's consent, public speech intended to denigrate LGBTQ+, harassment and coercion of
the latter by anyone, especially those involved in law enforcement, and gender profiling are all
considered acts of discrimination under the bill. The bill specifically addresses children under
parental control because it will be punishable if they are prevented from expressing their
SOGIE. According to the SOGIE, any form of intimidation or pressure aimed at LGBTQ+
people is discriminatory.
The incident sparked widespread condemnation from the queer community and
intensified calls for the passage of the SOGIE Equality Bill, which is a proposed law that
punishes discrimination on the basis of sex, gender identity, or expression. Heavy
campaigning lasted for months after this incident. It also recognizes the fundamental rights of
every person regardless of sexual orientation and gender identity. This SOGIE equality bill's
primary similarity to the study it's that the bill intended to prevent discrimination on the basis
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of sexual orientation, gender identity, or expression. As well as this study the stigma about
LGBTQ in society really occurs many people don’t aware of what depression about
discrimination could be so the bill must be followed for LGBTQ to be finally free.
ACT OF THE REPUBLIC No. 1131 stated that “A Law Defining Gender-Based
Sexual Harassment, Providing Protections and Outlining Penalties for It in Public Places,
Online, at work, and in Educational or Training Institutions”. Section 4 Gender-Based Streets
and Public Spaces Sexual Harassment. The crimes of gender-based streets and public spaces
sexual harassment are committed through any unwanted and uninvited sexual actions or
remarks against any person regardless of the motive for committing such actions or remarks.
Section 12. Gender-Based Online Sexual Harassment. These are harassment includes
acts that use information and communications technology in terrorizing and intimidating
victims through physical, psychological, and emotional threats, unwanted sexual misogynistic,
transphobic, homophobic, and sexist remarks and comments online whether publicly or
through direct and private messages, invasion of victim’s privacy through cyber stalking and
incessant messaging, uploading and sharing without the consent of the victim, any form of
media that contains photos, voice, or video with sexual content, any unauthorized recording
and sharing of any of the victim’s photos, videos, or any information online, impersonating
identities of victims online or posting lies about victims to harm their reputation, or filing,
false abuse reports to online platforms to silence victims.
The law focuses on gender-based sexual harassment in public areas such as streets,
privately-owned places open to the public, and public utility vehicles, among others.
Additionally, this also aims of ensuring an individual's sense of personal space and public
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safety. The main support of this law is that discrimination about different gender does really
exist even in public spaces this law helps a member of LGBTQ especially those who have an
occupation to have rights and protection against those homophobic and other factors that
affect the LGBTQ.
Republic Acts No. 11313 or the Safe Spaces Act, covers all forms of gender-based
sexual harassment committed in public spaces. Senate Bill 2814, titled Anti-Ethnic or Racial
Profiling and Discrimination Act of 2011, defines unlawful discrimination as “the distinction,
exclusion, restriction or preference made on the basis of ethnicity, race, religion or belief, sex,
gender, sexual orientation, gender identity, language, disability or another status which has an
effect or purpose of impairing or nullifying” a person’s recognition. The measure will extend
to employment, educational institutions, and the provision of goods and services.
As a result, through this Senate bill 2814 indicates that people should be able to avoid
unnecessary prejudice and other forms of intolerance and give equal opportunity to each
individual to achieve his full potential as a person and individual being. Having equality for
any form of being or thing doesn't hurt anyone it's a doing that people must have, treating
other people equals makes people whole, and having unity makes the community healthy. The
main similarity of this senate bill is that the discrimination among the preference made on the
basis of ethnicity same as sex and gender have an effect in our country so they approved this
law so that the members of different gender nor religions have a voice and for them to be able
to fight for their rights as Filipino citizens.
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Statement of the Problem
This study aims to know the occupational challenges and coping strategies of selected
LGBTQIA+ teachers in Lubao Pampanga.
Specifically seeks answers to the following questions :
1. What are the occupational challenges of LGBTQIA+ teachers?
2. What are the coping strategies of the teachers?
3. How do these coping strategies help the teachers to face the different occupational
challenges?
4. What is the implication of the study?
Significance of the Study
The result of this study will benefit the following:
LGBTQIA+Members: The LGBTQIA+ members can use this study to adopt coping
strategies to overcome social challenges. This study can also be used to gain self-confidence in
homosexuals. Finally, this study will help them to be recognized by the people.
Teachers/ Faculty Members: This study can be their guide to improving their relationships
with LGBTQ co-teachers. This helps teachers become knowledgeable about the LGBTQIA+
community. Lastly, this will give an idea of the occupational challenges faced by LGBTQIA+
teachers.
Future Researchers: Future researchers can use this study as guidelines for their relevant
studies. This study can be used as a review of related studies so future researchers can gain
ideas on how LGBTQ teachers overcome occupational challenges. Lastly.they can use this as
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a helping material for conducting this research.
Scope and Delimitation
The general intent of this study is to know the occupational challenges and coping
mechanisms of LGBTQIA+ teachers in Lubao, Pampanga. The following factors should be
met in order to be qualified as a participant: should be a member of an LGBTQIA+
community, a licensed teacher, and may have at least 3 years of teaching experience as a
professional teacher. This research will not extend to the other factors that affect the selected
participants such as financial issues.
However, this study considers the emotional and mental health of LGBTQIA+ teachers
of Lubao Pampanga and how their occupational challenges can affect their daily lives, and
how they will manage or overcome it. This study will be conducted with a limited amount of
time framework; it delimits that the study may not be generalized to other populations or
LGBTQIA+ teachers that are not teaching in Lubao, Pampanga. The personal information of
the selected participants will be private.
Definition of Terms
To make the study understandable, the following terms are defined in the context of
this research.
Academe. It refers to a place of learning, or the world of education in general.
Refers to a school setting.
LGBTQ. It refers to lesbian, gay, bisexual, transgender, and queer.
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CHAPTER 2
METHODOLOGY
This phase of the research paper will tackle the design of the research, the population of t
he study, sampling technique, ethical consideration, research instrument, and collection of data
and its procedure.
Research design
The researchers used a phenomenological design in this study. Since (Delve, Ho, L., 2022)
state that, phenomenological research is a qualitative research approach that seeks to understand
and describe the universal essence of a phenomenon. The approach investigates the everyday
experience of human beings while suspending the researcher's preconceived assumptions about the
phenomenon. The research will require a phenomenological design since this study needs
meaningful experiences from the participants.
Participants and Sampling Techniques
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The population of the study will be the selected members of LGBTQIA+ teachers in Lubao
Pampanga. Should be a member of an LGBTQIA+ community, a licensed teacher, and may ha
ve at least 3 years of teaching experience as a professional teacher. The researchers used purpo
sive sampling in choosing their participants in order to rely on their own judgment when choos
ing members of the population to participate in their interviews. Purposive sampling, also kno
wn as judgmental, selective, or subjective sampling, is a form of non-probability sampling in
which researchers rely on their own judgment when choosing members of the population to pa
rticipate in their surveys. The researcher decided to use the Purposive Sampling Technique bec
ause they are looking for a particular participant because they fit a particular profile and so tha
t they can properly choose and approach eligible participants.
Ethical Consideration
The researchers will write a letter of consent to the school authorities and the participants so
that the conduction of the data gathering will be legal and formal, the anonymity of
participants will be ensured, and upon proceeding to the interview the full consent of the
participants are willingly given to the researchers, the transparency and honesty will be
observed, the highest level of objectivity will be maintained in the whole duration of the
interview.
Research Instrument
In this phase, the researchers employed a semi-structured interview (SSI), which was
composed of open-ended questions:
The interview questions are crafted from the statement of the problem.
SOP 1:
1. Can you tell us about your typical at work?
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2. What are most difficult challenges you have experienced as part of the LGBTQIA+
community in your several years of teaching?
3. When did you experience it?
4. What are the common challenges?
SOP 2:
5. What effect did this on you as an LGBTQ teacher?
6. What coping strategies did you use to overcome these occupational challenges?
SOP3:
7. How did the coping strategies you used help you overcome these different
occupational challenges?
8. What advice can you give?
Data Collection Procedure
The researcher will write a letter of consent. The researcher will go to conduct a face-to-
face interview that will last 5 to 15 mins. The researchers will ask the respondent’s permission
to ensure that the whole interview will be audio recorded. After that, the researchers will be go
ing to listen to the answer and transcribe them after transcribing. The researchers will be going
to translate into the English language if they responded in Tagalog or Kapampangan.
CHAPTER 3
Treatment and Analysis of Data
In order to identify the themes that were consistent with the study's aims, the
researcher employed Collaizi (2012)'s thematic analysis to examine the interview transcript.
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A simple, adaptable, and widely used technique for analyzing qualitative data is
thematic analysis (TA). It gives the qualitative researcher a basis in the fundamental abilities
required to interact with various techniques to qualitative data processing. The Colaizzi
process for analyzing phenomenological data is represented by the steps below (cited in
Sanders, 2003; Speziale & Carpenter, 2007).
The first step is transcript should be read and re-read in order to obtain a general sense
of the whole content.
The second is for each transcript, significant statements that pertain to the phenomenon
under study should be extracted. These statements must be recorded on a separate sheet noting
their pages and lines numbers.
Next is, the meanings should be formulated from these significant statements. The
fourth step is the formulated meanings should be sorted into categories, clusters of themes,
and themes. The fifth step is findings of the study should be integrated into an exhaustive
description of the phenomenon under study.
The sixth step is the fundamental structure of the phenomenon should be described.
Finally, validation of the findings should be sought from the research participants to compare
the researcher's descriptive results with their experiences
RESULTS
This is the gathered result of the participants in this study with the title "When Academe
Meets the LGBTQ: Occupational Challenges and Coping Strategies of the LGBTQ Teachers in
Lubao, Pampanga “.
SOP1. What are the occupational challenges of LGBTQIA+ teachers?
RQ1. Can you tell us about your typical at work?
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P1 “Wala katulad lang nang ibang Nothing, l just like other

mga teachers na nagreready ako teachers i'm preparing for
para sa lesson, nagtuturo nothing
special. “
lessons, nothing special.
P2 “Typical day at work, I ahh,. I
used to wake up early, go to work
at exactly 8am and then start my
day by checking what i need to do
like ah, checking my lesson plans,
the to do list ko and then i make
sure to prepare everything before i
execute my classes during, at
exactly 9 o'clock so i always
provide an ample time to prepare
before i do necessary work inside
the institution.”
P3 “Well, working here in Lubao Well, working here at Lubao
National High School for almost 5
years is ah.. normal lang den
katulad ng kung paano ako ah..
National Highschool for
nagtuturo sa private school date
ahm.. it’s a normal classroom, almost 5 years is ah.. just
normal day you know ah.. co -
teachers and yung mga istudyante normal similar to ah..
dito sa Lubao National High
School okay naman sila they are
very respectful that's why I really teaching in a private school
enjoy teacher learners from Lubao
National High School.” back then ahm. It's a normal
classroom day you know ah..
co-teachers and students here
in Lubao National High
School they're very
respectful that's why I really
enjoy teaching learners from
Lubao National Highschool.
P4 “ Normal day doing the lesson

and discussions”
P5 “As a teacher, I always prepare
my mind for the day of work.
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Normally, my schedule is from

7AM to 3PM and throughout my
working hours I teach lessons, of
course. After that, I check my
students and classroom to make it
sure it is clean and well-
organized.”
SUMMARY: The researchers synthesized the participants' responses by stating that
participants 1, 2, 3, 4, and 5’s usual day at work consisted of preparing for class, reviewing
lesson plans, checking to-do lists, and teaching.
RQ2. What are the most difficult challenges you have experienced as part of the LGBTQIA+
community in your several years of teaching?
P1 “Pinakachallange yung hindi mo The most difficult challenge,

maipakita yung totoo kase kapag
teacher ka diba dapat perfect ka
kase teacher ka hindi mo pwedeng
When you can't show your
ipakita yung mga weakness mo
kapag teacher ka, so ngayon true self because if you're a
kasama na don yung emotions mo
yung kung ano yung teacher it is expected that
nararamdaman mo sa mga bagay
- bagay sa paligid mo and yun nga
bilang member ako n'yan hindi you are perfect, if you're a
alam ng mga students ko sa kapag
nagbibihis ako ganito, para hindi teacher you can’t show your
nila itanong na " ma'am ano po
kayo ganyan po kayo? " , " na -
aattract po kayo sa ganyan? yung
weaknesses, it is included
self " kase kailangan lage itago
mo kase role model ka, so kahit na there your emotions or what
tanggap na nang lahat yung
ganyang gender yung iba't - ibang you feel on different things
gender in general sabi ko nga ako
din kase hindi pa'ko sure kung ano
e kase kino - consider ko yung in your environment and I
sarili ko as a sapiossexual na -
aattract ako sa intelligence hindi am a part of that but my
sa gender ng tao na mas gusto ko
yung mga taong matatalino
students are unaware, so I
regards kung ano pa yung gender
nila, so ngayon kapag meron
akong nilalapitang istudyante na dress up like this so my
though alam ng nga istudyante ko
date na na - aattract ako sa babae students won't ask me
pag nila- may nilalapitan ako na
istudyante lalo na malapit talaga
ako sa mga students lalo na kapag "Ma'am what are you?",
22
babae pag - hinahug nila 'ko "Are you attracted to that?"

minsan umiiwas na din ako kase
struggle baka magbigyan nang ri-
" baka may relationship na
because you always need to
beyond student " , students and
teachers ganun, so yon mga hide yourself because you’re
everyday struggle.”
a role model ka so even if
you're accepted by your
gender, the different types of
gender in general because I
already said that I'm still
unsure since I consider
myself as a Sapios-sexual
because I'm attracted to
intelligent individuals
regards of what gender so
now if I approach a student
since my past students
already know that I'm
attracted to females if they- I
approach a students they
already know that I close to
students especially if it is a
female, if they hug me
sometimes I distance myself
because it is a struggle it
might be given a "they might
23
have a relationship beyond
student and teacher" that is
my everyday struggles.
P2 “Several years... yah ah.. honestly

i'm seeing myself as different
person if i did not become, became
a teacher and to be honest with
you things are a lot different if i
pursue a different line of career
instead of teaching as we all know
that teachers will uphold their ah..
uphold and obey the ethical codes
for teachers and one part of that is
being presentable and ahh...
upholding your ah.. assigned
gender instead of ahh... instead of
ahm... pursuing what you really
want or your orientation in ahm...
in ahh... laymans term, there are
things that i want to express like
using ahh... do- doing long hairs,
nails, make - up but i cannot do
those things because ahh... i am
being ah.. up.. i am being ahm...
prevented by my ahm... ahh... what
do you call this.... owt to the
government that i need to uphold,
that i that i need to be presentable,
that i need..that i still need to be
ahm... the way i should be i mean
ahm... for example i just had my
haircut last time and you know
that ahh... it it really intriguing to
express ahh... your oneself as a
member of the community, as a
member of that community.. the
LGBT community ahh... and your
also a teacher.”
P3 “Well, kasama siguro yung sa 5 Well, maybe including my 5
years ko sa private no.. pinaka
challenging na na experience ko
as a lgbt teacher is well ah.. yes
years in the private right, the
may mga discrimination din na
nangyayare specially doon sa mga most challenging thing I
relihiyon na talagang they are
really ah.. focus on the religion experienced as an LGBT
then aside from that ahh.. yung
mga students siguro yung mga
matitigas yung ulo specially yung teacher is well ah.. yes, there
mga grupo ng mga eim dito sa
Lubao National way back 2018 is also discrimination that
yung first year ko dito I think they
24
are 40 students or 50 students in 1 happens especially in the

room pero mabait parin naman
sila pero may mga time talaga na
talagang nakakastress na yung
religions that really they are
ingay nila siguro yun lang yung
pinaka challenging atsaka yung really ah.. focus on the
pagtuturo ng pr kase kailangan
mo talagang aralin yung pr lahat religion then aside from that
ng part ng part.. so pr is a very
challenging subject for me.”
ahh.. the students are
probably the stubborn ones
especially the groups of eims
here in Lubao National way
back 2018 is my first year
here I think they are 40
students or 50 students in 1
room but they are still kind
but there are times when
their noise is really stressful
maybe that's the most
challenging thing about
teaching pr because you
really have to learn pr every
part of the part.. so pr is a
very challenging subject for
me .
P4 “I can’t open up because I know

for myself that if I open up my job
will be affected especially my
image as a good teacher and I feel
like they will louse respect for me
because I’m part of LGBTQIA+.”
25
P5 “The most difficult challenge I

had encounter is that I
experienced discrimination by
other people. I remembered the
time that I'm walking across the
street where there are group of
men and they said "Gay, gay, gay
you are a scourge in society." The
most saddening part is I'm
wearing a teacher's uniform and
they didn't even respect me as a
teacher.”
SUMMARY: The researchers aggregated that the main conflict participants 1, 2, and 4 have
faced is expressing themselves in terms of physical and emotional matters since they are afraid
of losing respect from the people that surround them and the presentability they need to
uphold as professional teachers. Participant 2 stated that discrimination, stubborn students, and
teaching practical research are the difficult challenges that Participant 2 encounters at work.
Also, participant 5 encounters discrimination by other people not only in school but also on
the street.
RQ3. When did you experience it?
P1 “Nung nag - start ako magturo, The day I started teaching

nagstart na din yung mga
struggles kase sabi ko nga kanina
kapag naging teacher ka dapat
the struggles also started
hindi nalang sarili mo yung iniisip
mo, iniisip mo na den kung ano since I mentioned that if you
yung mga iisipen ng mga taong sa
paligid mo diba, 19 years old ako became a teacher you do not
nung meron akong na babae non
so hindi ko na ma - express pag
kunyare pag nakiki- nagkikita only care for yourself you
kame dapat tago ganun so 2019
pa hindi pa'ko dito nag - aaral, also consider what other
nagtuturo nun yun na - experience
ko na siya.”
people think about you in
your surroundings, I'm 19
years old back then when I
26
had a girl so I can't express
for example we will meet up
it needs to be hidden, so
2019 I'm not study in-
employed here so I
experienced that.
P2 “Oww, to be honest with you the

moment that I started teaching in
private schools I already ahm..
taking ah... i already making sure
that ah... I make su- I may ah...
executing those ethical codes
because ah... honestly speaking i
already prepared myself to this
ah.. ahm.. to this mindset that i
will, i will not.. i am not allowed
to prov- to express myself in the
way that i wanted to be because
im a teacher and other people are
still looking to me as no bless prof
- profession and then at the same
time, i need to be looking the way
ah... i should to be.. people are
actually stereotyping ah..
disclosely, so the moment that i
entered this career path i already
know to my- i already accepted my
fate that i will not do those
things.”
P3 “During my 5 years yung... yung During my 5 years the... the
2018 siguro kase nung 2018 sa
private school ako walang pr,
walang subject na research pero
2018 maybe because in 2018
nung dumating ako naghanap sila
ng pr teacher at napili ako bilang in the private school I had no
teacher at nagturo ako bilang pr
teacher and that is my first time na pr, no subject research but
ituro ang pr kaya very challenging
sa aken kase nag aral talaga ako,
inaral ko talaga yung pr1 para when I arrived they were
maituro sa mga bata kase that is
the most difficult thing na hindi looking for a pr teacher and I
pupwedeng gawin ng isang
teacher na magturo ng isang
subject na hindi niya alam, kaya
was chosen as a teacher and
dapat pag nagturo ka alam mo
subject na tinuturo mo.” I taught as a pr teacher and
27
that is my first it's time to
teach the pr so it's very
challenging for me because I
really studied, I really
studied the pr1 to teach the
children because that is the
most difficult thing that a
teacher can't do to teach a
subject he doesn't know, so
when you teach you should
know the subject you are
teaching.
P4 “It’s been a long time since

college I can’t express who I
really am. The only people who
know my gender are my friends
it’s really nice to feel your true
gender when you’re with your
friend you don’t have to hide it,”
P5 “I always experience that in the
past whenever I pass on that street
but now they had stopped for I
reported them on barangay
officials.”
SUMMARY: The researchers summarized the participants' responses and found that these
occupational challenges were faced by participants 1, 2, and 3 when they first began teaching
in public schools, but Participant 4 experienced these challenges during college. Participant 5
had also always experienced it before.
28
RQ4. What are the common challenges?
P1 “Discrimination, yan kapag ahm... It's discrimination not only

kahit hindi saken kahit yung
nakikita ko sa paligid na mga
teachers kahit yung na - interview
for me but also what I see in
niyo na lage pag talikod ng
teacher meron at merong my environment in other
masasabe yung mga students, so
ngayon yun yung talagang ahh... teachers, for example, the
nagiging struggle talaga na...
parang na didiscriminate kame
dahil lang don na kapag meron teachers you interviewed
kaming ginawa big deal kapag
yung straight lumapit sa babaeng already, once the teacher left
student okay lang, kapag yung
straight lumapit sa lalaking
student okay lang pero kapag
there is always something
kame sigurado nandon na yung
perception na " ay malapit sila, ay that students will say, so
kachat niya si ma'am " kahit na
academic related yung ginagawa, now that is what umm
so parang ahh... yon na - jujudge
kame kaagad dahil lang don sa
gender na meron kame.” becomes the struggle we are
discriminated just because of
that, once we do something
it's a big deal, once a straight
came closer to a girl student
it's okay, once a straight
came closer to a male
student it's okay, but when it
comes to us it's sure that
there I a perception that "Ay
malapit sila", "Ay ka chat
nya si ma'am" even if it's just
academic-related work so
that it's like we're being
29
judged right away just
because of what gender we
have.
P2 “Aside for the fact that... i have a

chad, that strong personality i
would have been bullied by
students but ahm.. unfortunately
for my students i do have a strong
personality it makes me feel that i
am well protected.. it maybe
because that is my defense
mechanism to uphold my dignity
as a teacher not as a member of
the community and maybe because
ahh.. that is my way on how to
protect myself from those students
who are trying to jeopardise my
career as a teacher.”
P3 “Well, since yung mga kasama ko Well, since my colleagues in
sa faculty ano sila ahm.. even may
mga babae at lalake parang lahat
naman sila parang mga bakla den
the faculty, what are they,
masaya kame doon.. parang wala
akong nakikitang.. na eencounter ahm.. even there are women
na challenge na o problema na
pinakita sa akin ng mga kasama and men, they all seem to be
ko sa trabaho.. sa mga istudyante
naman minsan yung mga
istudyante ahm... may mga gays, I'm happy there. I don't
istudyanteng nanliligaw,
tinitignan ka, pakindat - kindat, so seem to see anything.. that
i think yun yung mga challenge
dahil alam ko yung role ko dito sa
Lubao National bilang isang guro
has encountered challenges
kaya lahat ng mga pakindat -
kindat ng mga istudyante or problems that have been
nadedeny.”
shown to me by my
colleagues at work.. students
sometimes the students
ahm... there are students who
flirt, look at you, wink -
30
wink, so I think those are the
challenges because I know
my role here at Lubao
National as a teacher so all
the winks - winks of the
students are denied
P4 “Bullying because they know

you’re part of LGBTQ, that will be
your weakness to the students
because the students don’t really
respect you because you’re part of
LGBTQ and it’s like they’ll just
treat you as a troop.”
P5 “The common challenges I always
experience is bullying and
discrimination by other people. I
have been discriminated way back
when I was a kid by my friend they
tease me because they say that I'm
different from them.”
SUMMARY: The researchers consolidated the responses of the participants by stating that
Participants 1, 2, 4, and 5 common challenges were discrimination, and bullying from the
students but the students who flirt, look, and wink is the common challenges that Participant 3
encountered at work.
SOP2. What are the coping strategies of the teachers?
RQ5. What effect did this on you as an LGBTQ teacher?
P1 “Wala, kase na sa personality ko Nothing, it is in my

rin hindi ako nagpapa - apekto sa
kung ano yung sinasabi ng mga
tao sa paligid ko kase i know
personality that what other
myself, i know my limitations alam
ko kung ano yung tama at male, so people around me say won't
kapag alam kong male hindi ko na
gagawen o pag - iisipan ko kung affect me because I know
gagawin ko ba siya ano ba yung
magiging effect saken, sa ibang
31
tao, so kung ano man yung ahm... myself. I know my

iniisip nila wala akong
pakeelam.”
limitations, I know what is
right and what is wrong, so
when I know it's not right I
won’t do it or I’ll think about
it first if I’ll do it or not,
what will do to me and other
people, so if what others are
thinking I don't really care.
P2 “Ahm... my strong personality

that's it.. ah... is it my defense
mechanism that just like i
mentioned a while ago, it really
provides me the protection that i
needed to those students where
trying to jeopardise or trying to
ah.. de-grade what im really, ah..
what i do have, as a matter of fact
as a member of the community
that special to you, we know what
i do when i said as a member of
that community ahm.. and ah... at
the same time a member of
educational institution it is really
big diffe- it is really ah.. big
ahm..changes for me to a to...
meet those expectations to be as a
teacher at the same time as a
member of the community.. of the
LGBTQ community, but to be
honest with you have a strong
personality really makes me a lot
of difference giving me the power,
give me the power to show the
world that even if i am a LGBTQ
member i am also capable of
teaching these young minds and
shaping these young minds for the
future of the society.”
P3 “Wala naman, so yung mga Nothing, so what I have
naranasan ko date na hanggang
ngayon nararanasan ko paren dun
sa mga istudyante ko na mga...
experienced until now is
32
ano tawag doon.. mga matitinik what I am experiencing with

mga lalake non.. wala naman ako
sakanilang pinagbigyan no... and
nagiging mas ano nalang ako
my students who are... what
non.. ano tawag don.. nagiging
mas strong nalang ako don sa do you call that... they are
pinapakita nilang mga ganon.”
thorny boys... I didn't give
them anything... and it
becomes more and more It's
just me.. what do you called
it.. I'm getting stronger
because of what they show
like that.
P4 “ First of all, they knew about me

that I have boundaries and I’m
only up to this because I’m a
teacher and they also knows that if
I open, they’ll treat me
differently.”
P5 “It didn't affect me. In contrary, I
carried on and didn't let what
people say to me because if i
react, I will lose my focus on
teaching and me being a teacher.”
SUMMARY: The researchers concluded the answers of participants 1, 2, 3, 4, and 5 by
stating that since they have strong personalities, are unaffected by what others think and say,
and didn't show any affection for these challenges, these problems have no impact on the
participants as LGBTQ teachers.
RQ6. What coping strategies did you use to overcome these occupational challenges?
P1 “Strategies? Coping? yun, turuan Strategies? Coping? teach

yung sarile na wag mag focus sa "
33
background noise " yung tawag ko yourself, don't focus on

sa ganyan e na wag mong ice -
center yung perception mo sa
kung anong nakikita ng ibang tao
background noise that's what
sayo, you yourself you should
know who you are hindi yung kung I call it, don't center your
ano yung sasabihen sayo yun yung
isasa - puso mo na " ay ganito perception in what others see
pala ako " , " ay ganyan pala ako
" kaya walang taong nakukuntento
sa sarile nila kase nakikinig sila in you, you yourself should
sa kung ano yung sinasabe ng iba,
so for me ahm... tumanda ako or know who you are and you
nagkaka - edad na iniisip ko may
bearing ba? kung ano yung
sasabihin nila ang importante
don't take to heart what
wala akong nasasaktan, wala
akong natatapakan... okay ako yun others say to you that "Ay
pinapatatag ko unang una
emotions ko, kase diba kapag ganito pala ako" "Ay ganyan
under ka sa ganyan na ahm...
gender sasabihin nila em-
emotional kang tao which is true pala ako" that why people
na karamihan sa under sa
ganyang gender kase meron din don't settle from themselves
akong kaibigan under sa ganyan
nagpra - pride month din kame, so
because they listen to what
emotional kame so ngayon, coping
mechanism... minamanage ko
yung emotions ko to become a others tell about them, so for
better me for myself hindi para sa
ibang tao.” me ahh I get older or I age
while I think is there a
bearing if what others will
comment? what is important
is that I don't hurt and step
anyone I'm okay, I fortify
my emotions, because if
you're under that umm
gender, your emotional
person which is true that a
lot of people under that
34
gender 'cause I have a friend
which is under that we
participate in pride month so
we're emotional, now coping
mechanism I manage my
emotions to become better
for myself not for other
people.
P2 “Maybe because ahh.. i ahm.. i

already prepared myself that just i
was mentioned a while ago, i
already prepared myself during..
before i entered college. i already
asked myself " i am ready for
this ? ", " i am really for it? " and
maybe because ahh.. i already set
my mind that ahm.. since i'll
becoming a teacher.. i'll be a
teacher we need to restrain
ourselves from those things that
might ah.. cause trouble when it
comes to our prof- profession and
at the same time thinking that
ahm.. yeah a that yes you are a
teacher you should be like this,
you should be like that and you
should, for the 4 years of ahm..
studying the degree is really
upholding that a is really
something that you practiced all
throughout the school days while
you're ahm.. while you're studying
as a.. to become a teacher and
your professors will always instill
that values that ahm.. ah..
practices that you should be like
this even though you are a
member of the community you
should be like this and like that, so
at the some point yah it's it really
provides me the ahm.. advance
thinking that ah.. yes this will be
that the ah.. this ano.. im sorry
this is me, this is what i am and
this is what i will.. this is what will
35
i become something like that.”

P3 “Wala naman talaga akong I didn't really do anything to
ginawang solusyon doon, kase
right at that moment kapag yung
mga istudyante ay nagbliblink
solve that, because right at
yung mga mata nila at that
moment den ay kinakausap ko sila that moment when the
at hindi ko binibigyan ng pansen
yung mga invitations nila or students blinked their eyes
sometimes naman yung mga may..
may istudyante na talaga ako na
nagiging close sa aken na kapag and at that moment I was
birthday nila mag iinvite sila pero
yung mga lalake na nag iinvite na talking to them and I didn't
mag inuman, mag overnight hindi
ako nakikipagjoin sakanila kase
im... we are guided by the ano
pay attention to their
tawag doon.. by the ethical...
codes of ethics.” invitations or sometimes
those who had. I'm really a
student who becomes close
to me that when they have
birthdays they invite them
but the boys who invite to
drink, I don't join them
overnight because im... we
are guided by the what is it
called.. by the ethical...
codes of ethics.
P4 “Don’t listen to others, listen to

yourself and let your emotions go,
just be strong.”
P5 “First is determination. You are
determined on your passion as a
teacher and it won't be a bother or
an obstacle for you to stop
teaching.”
36
SUMMARY: The researchers accumulated the responses of the participants, and the coping
strategies used by participant 1 are emotion management, not focusing on others, and knowing
yourself better. The coping strategy that participant 2 used was acceptance, but participant 3
used the setting of boundaries for students. Also, the coping strategies used by participant 4
are not listening to others and being strong. Lastly, participant 5 turned these challenges into
motivation to become a determined teacher as a coping strategy.
SOP3. How do these coping strategies help the teachers to face the different occupational
challenges?
RQ7. How did the coping strategies you used help you overcome these different occupational
challenges?
P1 “Mas at peace ako ngayon, na I'm at peace now the

nung nagawa ko nang i - kontrol
yung emotions ko kung pano ako
ahm... magresponse sa mga
moment I can control my
challenges sa mga sinasabe ng
ibang tao mas napadale yung emotions, the way I respond
buhay mas at peace ako sa sarili
ko na knowing na kahit ano pa to challenges, what other
yung tingin nila okay lang ako”.
people are saying, life gets
easier, I'm at more peace in
myself knowing that what
they see me, I'm okay.
P2 “As early as college degree, as

early as college ahh.. choosing the
college prof- program for me
ahm.. since i already have that
mindset as early as that I was just
what.. 16? 15? ah.. 16 I already
have the mindset that I will no
longer experience long hair, I will
no longer experience those girly
things those ef.. em.. ahh... yes,
37
that, things I will no

longer...maybe at some point, at
some gatherings but not most of
the time I’ll be expressing myself
just like the other members of the
community it really help me to a..
lessen the burden and this the ah
what did you call this the.. no the
burden the ahh... idea that " oh, I
hope I can experience it too " , "I
hope i can do it too " but because
is I already do, im already doing
them a lot of time, i mean a longer
period of time it seems that my
ahm.. mind, and heart is already
used to it, used to it that " no I
can't do that " , " no i can't do that
"I myself already have self-
discipline not to provide those
type of things although some point
I ahm.. actually ahm.. ah.. what
you call that, i actually ahm..
delete to my plans that i will not
ah.. i will not be entering that
industry just like re-, if you are
going to see my nails i i have
manicures, I have pedicures ah..
ahm.. i do eyebrows but as simple
as that no more, no less, not
exaggerating things, not long hair,
no.. no ahm.. high make - up
something like that.”
P3 “Alam mo, once you are a positive You know, once you are a
person, an optimistic person kahit
mga problemang ma - eencounter
mo sa section na ito never ko
positive person, an
siyang dinadala doon sa ibang
section na papasukan ko at hindi optimistic person, even if
ako aalis doon sa isang section na
may problema kame, lageng aalis you encounter problems in
ako sa isang section na lahat kame
tumatawa, so i think yung mga
diskriminasyon atsaka yung mga this section, I never take
invitations ng mga boys sa aken
everytime na during my stay here them to another section that I
from 2018 is ah.. yon you have to
be optimistic and positive person
para hindi maging... maapektuhan
will enter and I will not
yung pagtratrabaho”
leave a section where there is
a problem, I will always
leave in a section where we
38
all laugh, so I think the
discrimination and the boys'
invitations to me every time
during my stay here from
2018 is ah.. that you have to
be an optimistic and positive
person to not become.. Work
will be affected.
P4 “Just don’t listen to them, and go

in through the other ear and out
the the other ear and focus on
teaching that you love.”
P5 “This has helped me to overcome
all the challenges and it resulted
to me to become a determined
teacher that cannot easily
overpowered by anything else. A
teacher that is not affected by
discrimination and can continue
his life, his passion,”
SUMMARY: The researchers skimmed the participants' responses. Through the application
of these coping strategies, participant 1 was able to find inner peace and learn how to control
emotions, and Participant 2 was able to come to terms with the reality that Participant 2
couldn't possibly be going through those girly things at school. Additionally, it helped
Participant 3 become a more positive and cheerful teacher, while Participant 4's coping
strategies allowed her to concentrate more on teaching. Finally, it assisted Participant 5 in
overcoming these difficulties and developing into a passionate teacher.
RQ8. What advice can you give?
P1 “Wag silang matakot, kase ang Don't let them be afraid
39
dame... madame kame yung iba because there are a lot, we

natatakot lang na kase kapag
sinabi mong teacher ka yun na
yung " teacher ka pamo " "teacher
are a lot, some are only
ka tas ganyan haharap sa mga
istudyante " "teacher ka tapos afraid as if said that you're a
ganyan yung pinipili mo " teacher
ka... yung ang dame, so ngayon i teacher, that's it "teacher ka
aadvice ko lang kagaya nung
sinabi ko kanina, wag nilang
pakinggan lahat nang 'yon kung pamo" "teacher ka tas
under ka sa ganyan kahit
anumang... kahit hindi ka teacher ganyan ka haharap sa mga
kahit na iba yung occupation mo,
kahit iba yung path na tinatahak
mo basta kilalanin mo yung sarili
studyante mo", "teacher ka
mo alamin mo kung ano yung
wants mo sa buhay talaga, alamin tapos ganyan yung pinipili
mo kung saan ka talaga kabilang
kase the right people will mo" "teacher ka.." it's a lot
surround you if you know who you
are and kung alam mo kung ano
yung kailangan mo, kung saan ka so now what I advise just
at peace yun yung mangyayari sa
paligid mo kase change will start like what I said a while back
from you... sayo kung hindi ka at
peace sa ganito may choice ka,
just don't listen to all of that
sabe ko nga life is a matter of
choice, so choice mo kung ahm...
ano yung gagawin mo sa self mo if you are under that even if
kung magtatago ka, kung ma-
bubuhay ka na kinakabahan ka you are not a teacher, even if
lage, " ay baka may makakita
saken " , " ay baka ganyan, baka
hindi ako tanggapen ", so ngayon you have a different
ang maipapayo ko sa mga katulad
ko na nasa ganyan maging at occupation or you have a
peace sila sa sarili nila and wag
nilang hayaan na pangunahan sila different path you are taking
lagi ng takot kase kapag
pinangungunahan tayo nang takot
hindi natin nagagawa kung ano just get to know yourself,
yung mga dapat, at yung mga
bagay na nagpapasaya sa aten know what are your wants in
pag hindu mo nagawa yung mga
bagay na nagpapasaya sayo, yung
mga kailangan mong gawen, yung
life, determine where you
mga bagay na sa tingin mong
tama hindi ka makakaramdam really belong because the
nang genuine happiness, so ang
kailangan mo una acceptance, right people will surround
pangalawa sorround yourself with
great people who will understand
you hindi yung pinipilit mo yung you if you know who you
sarili mo sa circle or sa group na
hindi ka belong na hindi ka are and if you know what
40
tanggap and pangatlo maging at you need, if you know where

peace ka sa sarili mo don't ahm...
allow other people's perspective
ruin yours, so yun yung mai -
you are at peace that is what
aadvice ko sakanila.”
happen to your environment
because change will start
from you, in you. If you are
not peace at this there is a
choice, just like what I
mentioned life is a matter of
choice, so it is your choice
what you’re want to do with
yourself, if you want to hide,
if you want to live nervous
everytime like "uy baka may
makakita sakin" "baka
ganyan baka hindi ako
tanggapin" so now what I
will advise to people like me
is that is in there, be at peace
in themselves and do not let
the fear lead them since if
fear is what is ahead them
they won't perform what is
intended, needs and the
things that's make us happy,
41
if we do not do what makes
us happy that needs to be
accomplished, the things you
think that is righteous you
would not feel genuine
happiness, so what you
needs first is acceptance,
secondly surround yourself
with great people who will
understand you not like you
please yourself in that circle
or in that group that you’re
not accepted and thirdly be
at peace at yourself, don't let
other peoples perspective
ruin yours, so that is what I
will advise to them.
P2 “Just be...celebrate love, celebrate

love i mean who are we to judge
as a teacher we ahh... we actually
manage to differentiate different
gender orientation and at the
same time ah..as a member of the
community as well i know for a
fact that not most of the time i
have freedom to do what where i
want and ahm.. ahh.. i celebrated
what i have, im happy what im
doing and i know that some of the
members.. whatever, their doing
42
provided they are not violating

others, they're not degrading the
dignity of other people then go for
it if they're happy with it, go for it
celebrate what they have.”
P3 “Ayon, you know we are living in That, you know we are
a world full of people who are
really judgemental, nagbrabrand
sila hindi ba... perfect ka man,
living in a world full of
may sasabihin.. sasabihin parin
mga tao pero one thing no na people who are really
gusto ko sa sarili ko is kapag na
judge ako let them wag na wag mo judgmental, they brand don't
ka.. yung gagante hindi ba.. kapag
jinudge ka and then let them just
smile and be positive kase alam they.. even if you are perfect,
mo yung sarili mo..you know you
are better than those people, your they'll have something to to
value, your beautiful, and I’m
beautiful.”
say.. people will still say it
but one thing that I like
about myself is when I am
judged I let them don't be..
the I don't avenge isn't it..
when you judge and then let
them just smile and be
positive because you know
yourself.. you know you are
better than those people,
your value, your beautiful ,
and im beautiful.
P4 “Look for yourself first and don’t

let your emotions go, be strong
and focus on what you want or
love which is teaching.”
P5 “Take it as a challenge and to
have a positive outlook in life.
Convert it into positive thinking
and don't belittle yourself and
43
faced it as you're not doing

anything wrong to others...”
SUMMARY: The responses have been simplified by the researchers. For Participant 1, being
at peace, being among wonderful people, not being fearful, and knowing yourself For
Participant 2, just celebrate what you have. For Participant 3, constantly remind yourself that
you are appreciated, better, and more beautiful to those who are judging you. Finally,
participant 4 should approach the obstacles with a positive attitude toward life. Participant 5
should also know themselves and concentrate on what they enjoy.
CHAPTER 4
DISCUSSION
Summary of Findings
This study was conducted aiming to know the occupational challenges and coping
strategies of selected LGBTQIA+ teachers in Lubao, Pampanga.
After conducting the interview, t he findings revealed that the answer to the statement
of problem 1 was, the difficult occupational challenges, participants 1, 2, and 4 had emotional
and physical difficulties because of the fear of losing their professional credibility and
presentability. While Participant 5 faced discrimination from other individuals in the learning
environment and on the street, Participant 3 encountered discrimination, problematic students,
and challenges in teaching practical research. While the common challenges of Participant 3
stated difficulties such as workplace flirting, staring, and winking from students, Participants
1, 2, 4, and 5 experienced prejudice, bullying, and discrimination.
44
Furthermore, in statement of the problem number 2 , when the researchers collected
responses from the participants, they discovered that Participant 1's coping strategies included
emotion control, avoiding the views of others, and getting to know oneself better. Participant 2
utilized acceptance, whereas Participant 3 used establishing boundaries for students.
Participant 4 demonstrated a strong personality and an unwillingness to listen to others.
Finally, participant 5 used these difficulties as inspiration to become a determined teacher.
Also, in the statement of problem 3, the researchers summarized the participants'
responses and discovered that by using coping strategies, participant 1 was able to find inner peace
and control emotions, participant 2 was able to accept that they couldn't possibly experience those
girly things at school, participant 3 became a more positive and cheerful teacher, and participant
4's coping strategies helped himself/herself to focus more on teaching. Lastly, participant 5
overcame obstacles to become an enthusiastic teacher.
45
Conclusion
The participant's responses to each problem statement shed light on the struggles and
challenges LGBTQIA+ teachers face in their work. The participants acknowledged that being
an LGBTQIA+ member and working in the teaching profession is both challenging and gratify
ing. They suggested coping strategies such as maintaining an optimistic mindset, discovering o
ne's inner strength, and concentrating more on one's work. People can easily grasp what LGBT
QIA+ teachers are doing because of their prior experiences. The answers that have been gather
ed, as well as the shared struggles and coping strategies of others, are able to assist the individ
ual.
Recommendations
The results of the data gathering in the form of interviews, which were willingly
given by the participants of this study, are clearly significant to future researchers, teachers,
and LGBTQIA+ members. This research can heighten people's consciousness about the
experiences that LGBTQIA+ people face with regard to their gender identity.
The hardships of LGBTQIA+ teachers do not only limit their occupation, as
confirmed by one of the researcher's participants. The researchers would like to recommend
further exploring the difficulties faced by LGBTQIA+ teachers outside educational institutions
since this study didn't further explore the topic mentioned.
LGBTQIA+ teachers may be seen happy all the time on school premises, as it is a stigma that
every one of them possesses a joyful personality, but if seen in a bigger picture, there are
challenges beyond what is on the surface: trials of courage, patience, and compassion while
46
upholding righteousness by conforming to ethical codes; furthermore, the researchers advocate
emotion management for maintaining psychological wellbeing for oneself. It is suggested that
aspiring teachers who are members of the community need to perform professional
development by exercising proper and decent physical presentation.
Unnecessary criticism and prejudice may affect the mindset of an individual. The
researchers prescribe personality and self-worth assessments for LGBTQIA+ members; as a
result, negative comments will be taken out of context. Lastly, transform challenges into
positives and focus on the gains; this will upgrade character building and broaden resilience.
List of References
"Safe is not enough " Michael Sadowski (2020) https://scholar.google.com/scholar
47
Leah Ziegler (2021) How Does Being a Member of the LGBTQ Community and an
Educator Affect Other Educators and the School Environment?
https://www.proquest.com/openview/30993686c926d64e6533e14dfd486509/1?pq-
Baker, S. J., & Lucas, K. (2017) Is it safe to bring myself to work? Understanding LGBTQ
experiences of workplace dignity.
Canadian Journal of Administrative Sciences, 34(2), 133–148.

https://doi.org/10.1002/cjas.1439
Carolina Pia (2019) https://psycnet.apa.org/record/2019-12910-001

Senate Bill No. 2814, 15th Congress of the Republic | Senate of the Philippines Legislative
Reference Bureau.
(2011a, November 28).
https://issuances-library.senate.gov.ph/bills/senate-bill-no-2814-15th-congress-
republiV
Meyer, E. J., & Leonardi, B. (2018b). Teachers’ professional learning to affirm

transgender, non-binary, and gender-creative youth: experiences and recommendations
from the field. Sex Education, 18(4), 449–463.
https://doi.org/10.1080/14681811.2017.1411254
REPUBLIC ACT NO. 7836 - AN ACT TO STRENGTHEN THE REGULATION AND

SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND
PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER
PURPOSES -Supreme Court E-Library. (n.d.).
https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/2676
Title VII of the Civil Rights Act of 1964 https://www.eeoc.gov/statutes/title-vii-civil-
rights-act-1964
APPENDICES
48
49
50
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When Academe Meets Lgbtqia+: Challenges and Coping Mechanism of LGBT Teachers

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LUBAO NATIONAL HIGH SCHOOL (SENIOR HIGH SCHOOL)

WHEN THE ACADEME MEETS LGBTQIA+: OCCUPATIONAL CHALLENGES

AND COPING STRATEGIES OF LGBTQIA+ TEACHERS IN LUBAO

FAJARDO, KIM DARYLL R.

LINGAD, MICHAEL VINCENT S.

PAULE, JOHN RAY V.

encounter in their school environment.

“transgender” was the first used in a psychology textbook, according to historians.

“queer” as a reclamation. To recognize people questioning their gender or sexual identity, Q

(“intersex”) and A (“Asexual”).

fully inclusive educational environments. Identifies emerging practices such as developing an

LGBTQ-inclusive curriculum, fostering a whole-school environment that is supportive of

their lives meaning and strength.

individuals encounter small types of unfairness, sometimes known as microaggressions.

individuals. These combined experiences are linked to victimization emotions, suicidal

LGBT people (Nadal, 2013).

In keeping with that, it provides an insightful analysis of the research on prejudice

forms of bias LGBTQ persons experience at work and in the classroom.

Interaction of LGBTQ to administrations creates challenges for example health care,

LGBTQ will craft frustration and difficulties with community members.

transgender, non-binary, and gender-creative (trans) kids have professional learning

experience working with them.

high school. Two unique ideas—exposure pedagogies and a culture of discussion—that

preschool through high school are interviewed by colleagues.

qualitative study worked in Irish primary and secondary schools.

and of having a "normal" sexual identity.

workers. The administration decides whether a school's environment is welcoming and

to be supportive and accepting in the school environment.

greater openness in such settings.

when they express their true gender/sexual identities, a variety of identity-sensitive

specifically target dignity.

social minorities. (Pia, 2019).

determining responsibilities, salary, benefits, or any other important aspect of employment.

staff members based on their sexual orientation or gender identity.

including gender, identity, and sexual orientation.

It is connected because early childhood education (nursery, baby, primary, and

future generations for adult life.

Furthermore, the (Philippine Teacher’s Professionalization Act of 1994 SEC. 15),

judgment; a graduate of a school, college, or university approved by the government who

education (BECED) or it’s equivalent for preschool teachers; for educators.

be a professional educator but it does not include a matter relevant to gender.

Sexual Orientation or Gender Identity or Expression (SOGIE) and Providing Penalties

terminology that is related to the aforementioned themes.

treatment of an employee or anybody hired to provide services, refusal or revocation of

accreditation to any organization owing to an individual's SOGIE, and denial of entrance to or

Additionally, the publication of information intended to "out" a person without that

punishes discrimination on the basis of sex, gender identity, or expression. Heavy

Online, at work, and in Educational or Training Institutions”. Section 4 Gender-Based Streets

false abuse reports to online platforms to silence victims.

affect the LGBTQ.

to employment, educational institutions, and the provision of goods and services.

to fight for their rights as Filipino citizens.

Statement of the Problem

LGBTQIA+ teachers in Lubao Pampanga.

Specifically seeks answers to the following questions :

1. What are the occupational challenges of LGBTQIA+ teachers?

2. What are the coping strategies of the teachers?

4. What is the implication of the study?

Significance of the Study

The result of this study will benefit the following:

a helping material for conducting this research.

Scope and Delimitation

mechanisms of LGBTQIA+ teachers in Lubao, Pampanga. The following factors should be