Republic of the Philippines

Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

THE LIVED EXPERIENCES OF BUTUAN CITY SCHOOL OF ARTS AND

TRADES LGBTQ+ TEACHERS IN THEIR TEACHING CAREER

A Research Proposal
Presented to the Faculty of
Senior High School Department
Butuan City School of Arts and Trades
Butuan City

In Partial Fulfillment of the Requirements for

Science, Technology, Engineering and Mathematics

by

Vincent Arroyo
Jhebe Chris Depaz
Somaya Macalandong
Jeric Potenciando
Althea Riomalos
Elyn Grace Sanchez
Juhanie Sampiano
Mary Swetzel Tejero
Louiel Tiongson

March , 2024

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 Republic of the Philippines
Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

ACKNOWLEDGMENT

We would like to express our sincere gratitude to Mr. Johnfecar Maestrado for

helping us create our research title as well as research objectives. His assistance

greatly helped us articulate our desire to shed light on the lived experiences of LGBTQ+

teachers in Butuan City School of Arts and Trades in their teaching career. We are also

thankful for the support provided by our beloved PR1 adviser, Mrs. Irish E. Sumiguin in

constantly encouraging and keeping us motivated in the process of creating our chapter

one. Additionally, we extended our appreciation to our dear parents, who gave non-

stop

support to get us through the challenges in the development of this research. They

gave off positive energy that greatly contributed in completing this research early.

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Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

DEDICATION

This research is dedicated to the LGBTQ+ teachers due to the fact that their

commitment to education goes beyond textbooks and lesson plans. Your advocates,

being a role model and mentors, contributed immeasurably to the personal growth of

the students. Your dedication to fostering a safe and supportive learning environment

helps create a space where every student, regardless of their sexual orientation or

gender identity, feels seen, heard and valued.

We are grateful to each and every one of you for providing us with inspiration and

enabling us to carry out this study.

Heartfelt thanks to you all.

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Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

TABLE OF CONTENTS

TITLE PAGE i
ACKNOWLEDGMENT ii
DEDICATION iii
TABLE OF CONTENTS iv

CHAPTER PAGES
I. THE PROBLEM AND ITS SETTING
1.1 Background of the Study 1-5
1.2 Theoretical Framework 5-6
1.3 Objectives of the Study 6-7
1.4 Scope and Limitation of the Study 7-8
1.5 Significance of the Study 8-9
1.6 Definition of Terms 9-11
II. REVIEW OF RELATED LITERATURE
2.1 Related Literature 12-16
2.2 Related Studies 16-20
2.3 Synthesis 20-21
III. METHODOLOGY
3.1 Research Design
3.2 Research Locale
3.3 Research Instrument
3.4 Research Sample
3.5 Data Gathering Procedure
3.6 Statistical Tool
3.7 Ethical Consideration

REFERENCES
CURRICULUM VITAE

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Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

Chapter 1

THE PROBLEM AND ITS SETTING

Background of The Study

The LGBTQ+ Community refers to a diverse group of individuals who identify as a

lesbian, gay, bisexual, transgender, and queer or questioning. It advocates for equal

rights, challenging discrimination and encouraging a sense of belonging for everyone,

regardless of their sexual orientation or gender identity. LGBTQ+ Community not only

promotes equality throughout different genders but also encourages unity and ensures

that the needs as well as experiences of all individuals are recognized. Embracing and

respecting different sexual orientations and gender identities promotes a more

open-minded, unbiased and understanding society, contributing to overall harmony and

well-being. However, even though gender equality has been advocated around the

world, there are still many individuals who are uncomfortable with this. Therefore, it is

essential to address this matter with regards to LGBTQ+ Teachers and provide

information of how they handled different encounters to enhance every individual’s

understanding and acceptance.

The LGBTQ+ Teachers are educators who identify as lesbian, gay, bisexual,

transgender, queer, or any other sexual orientation or gender identity that falls within

the LGBTQ+ spectrum. They are professionals in the field of education who may face

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unique challenges and opportunities related to their gender identity in their workplace.

Delving into the professional experiences of LGBTQ+ teachers within the context of

BCSAT (Butuan City School of Arts and Trades) gave a nuanced understanding of the

challenges they encountered dealing with students, parents, and the level of

acceptance they perceived, offering valuable insights for promoting inclusivity and

support within this educational institution. By amplifying the voices to the ongoing

discourse on diversity, equity, and inclusion in the field of education, it promotes

harmony and unity within the community.

The Southern Connecticut State University explored the experiences of LGBTQ+

educator about their teaching career. This study sought to examine how different

factors have changed school climates for LGBTQ+ educators in recent years. Despite

changes to marriage equality in federal law, LGBTQ+ educators’ employment is

unprotected in many areas of the country (Movement Advancement Project, 2019).

Teachers in 28 states can still lose their jobs because of their sexual orientation. These

state laws may contribute to other measures of perceived support from school

administrators and students. For this study, levels of support were gauged by the

existence of civil rights protection at state, union, and local levels. Despite apparent

improvements in civil rights for LGBTQ+ individuals in the U.S., the current climate

worldwide and in the United States indicates a more polarized level of LGBTQ+

acceptance (Moreau, 2018) and support. Non-LGBTQ+ Americans, in a recent study,

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reported a decrease in comfort in all LGBTQ+ personal situations for the first time in

four years (Schneider et al., 2018). At the school level, many administrators still

exhibited reluctance to implement professional development related to LGBTQ+ issues,

also indicating potential levels of discomfort (Payne & Smith, 2018).

In the study released by Sorsogon State University Graduate School, Sorsogon

City,

Philippines, in order to make a quantum difference in the lives of LGBT educators,

Sexual Orientation and Gender Identity and Expression (SOGIE) Equality Bill and

the Comprehensive Anti-Discrimination Bill (CADB) have been filed. Also, with the aim

of addressing the increasing gender issues at school, the “Guidelines and Procedure

on the Establishment or DepEd Gender and Development Focal Point System” and the

“Policy in the Implementation of Comprehensive Sexuality Education” (DepEd

Memorandum No.31, s. 2018) were released. Its institutionalization provided

teachers, learners, and parents the opportunity to develop their knowledge on gender

related laws, and policies. However, these policies have not been strongly implemented.

Moreover, in the District of Irosin, many LGBT educators still do not reveal their

orientations because coming out may be quite risky. Lack of school and district policies

may also be the reason why it is hard for them to come out of their identity due to the

fact that individuals were not protected by laws and school policies. School

leaders can make school safe and inclusive for all. Learning institutions can

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Division of Butuan City
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therefore foster effective and responsive school culture to lesbian, gay, bisexual

and transgender (LGBT) educators in their workplace. They also need to feel safe

and accepted in order to provide the best education to their students (Wright et al,

2019).

A study conducted particularly in the Caraga region showed that in the field of

education, understanding the lived experiences of LGBTQ+ teachers is crucial for

creating an inclusive and supportive environment for both educators and students. This

review aims to explore the existing literature on the lived experiences of LGBTQ+

teachers in their teaching careers. This suggests that the experiences of LGBTQ+

teachers can have a significant impact on student achievement and well-being.

Research by Rivers and Barnett (2018) suggests that LGBTQ+ teachers act as positive

role models for LGBTQ+ students, providing support and understanding that contribute

to their academic success and overall well-being. The presence of LGBTQ+ teachers in

schools also help challenge stereotypes, break down barriers, and promote acceptance

and diversity among the student population.

A study conducted at Butuan City School Of Arts and Trades focuses on the

experiences of LGBTQ teachers. The intersectionality of LGBTQ+ identity and teaching

within the BCSAT field introduces additional complexities. BCSAT teachers are

responsible for delivering technical knowledge and skills to students, often in a

structured and traditional setting. Research by Johnson (2019) suggests that LGBTQ+

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Division of Butuan City
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teachers in BCSAT may face unique challenges related to heteronormativity and gender

biases, which can impact their classroom dynamics and interactions with students.

This research investigates the lived experiences of LGBTQ+ teachers throughout

their teaching careers. It delves into their professional journeys, examining the

challenges they faced dealing with students and parents, and the atmosphere of

respect and acceptance they’ve received. Additionally, it explores how their identities

influence their teaching methodologies and interactions with colleagues and students.

While navigating their teaching careers, LGBTQ+ educators each carry their unique

narratives, encompassing both triumphs and tribulations. At Butuan City School of Arts

and Trades, our objective is to comprehend the multifaceted experiences of LGBTQ+

teachers, providing support to address the professional challenges they encounter,

particularly those stemming from their identities within the educational landscape.

Theoretical Framework

This research theoretically presupposes the lived experiences of LGBTQ+ teachers

in their teaching career. This study is supported by Queer Theory that was first

introduced by Teresa De Lauretis in her publication in the feminist cultural studies

journal differences in 1991, titled “Queer Theory: Lesbian and Gay Sexualities”. De

Lauretis defined the term as encompassing three interconnected facets: a rejection of

heterosexuality as the default reference point for sexual identities, an objection to the

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notion that lesbian and gay studies are a singular field, and a significant emphasis on

how race influences sexual prejudice. According to De Lauretis, Queer Theory

encapsulates all these criticisms, enabling a comprehensive reevaluation of sexuality.

The critical exploration of Eve Kosofsky Sedgwick called “Epistemology of the Closet '' in

Queer Theory shows how cultural, linguistic, and social structures shape our

understanding of sexualities. It emphasizes the broader impact of the closet, not just a

physical or metaphorical hiding place for queer identities, but as a framework

influencing societal norms, language and the ways individuals perceive and categorize

sexual orientations. The idea underscores the complex interplay between knowledge,

identity, and social constructs related to sexuality. Queer Theory challenges traditional

understandings of gender, sexuality, and identity, emphasizing fluidity, complexity, and

resistance to normative categorizations, specifically the Epistemology of the Closet that

showed how an individual perceives and treats an LGBTQ+ member differs on what

they were taught and how they see the community treats them. A substantial body of

research suggests that the Queer Theory is valuable in assessing and foreseeing the

influences of sexual prejudice and discrimination among the LGBTQ+ teachers which

significantly supported our pre-assumptions that since gender equality isn’t broadly and

widely practiced, LGBTQ+ teachers encountered negative and positive interactions

within their educational institution specifically in Butuan City School of Arts and Trades.

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Objective of the study

This study aims to identify the lived experiences of Butuan City School of Arts and

Trades LGBTQ+ teachers in their teaching career.

1. To identify the challenges encountered by the LGBTQ+ Teachers of BCSAT in

terms of:

1.1. Dealing with Students

1.2. Dealing with Parents

2. To determine the level of acceptance as perceived by the LGBTQ+ Teacher

Scope and Limitation of the Study

The selected participants for this research consists of LGBTQ+ teachers of

SchoolYear 2023-2024 in Butuan City School of Arts and Trades, who have navigated

the challenges of their teaching career. The focus of this group is driven by the

recognition that they encounter unique experiences within the educational landscape.

Additionally, it would be advantageous for us, the researchers, to make them be the

participants given that we are from the same academic institution, ensuring the

participants’ availability.

The LGBTQ+ teachers are selected as the focal point of this study, given their

unique experiences in navigating challenges within the educational setting. The

emphasis of this group arises from the acknowledgement that their lived experiences

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contribute valuable perspectives to shaping a more inclusive and supportive learning

environment.

Significance of the Study

The study on addressing and recognizing the LGBTQ+ teachers in Butuan City

School of Arts and Trades (BCSAT) can be beneficial to various stakeholders. Here are

some potential beneficiaries, arranged according to their potential benefits:

LGBTQ+ teachers in BCSAT. The primary beneficiaries of this study would be

the LGBTQ+ teachers in BCSAT. By addressing and recognizing their lived experiences,

the study can provide insights and can shed light on the challenges they encountered.

Recognizing and understanding their experiences helps create a sense of belonging,

reduces stigma, and foster a workplace where LGBTQ+ teachers feel accepted and

valued.

Students of BCSAT. The study findings can be valuable to the students of BCSAT.

It can provide them with a deeper comprehension. Understanding and respecting the

experiences of educators can positively impact students' attitudes toward diversity,

empathy, tolerance, and acceptances.

School Administrators. Understanding the lived experiences of LGBTQ+

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teachers can be beneficial to school administrators because it cultivates a more

inclusive

and supportive environment. This awareness helps administrators address specific

challenges, promote heterogeneity, and create policies that ensure equal opportunities

for all teachers, ultimately enhancing the overall school climate.

Parents and Guardians. Acknowledging the lived experiences of LGBTQ+

teachers is valuable for parents and guardians as it promotes transparency and trust.

This awareness helps parents support their children's education in an environment that

values diversity and respects the experiences of all educators.

Future Researchers. The exploration of the lived experiences of LGBTQ+

teachers is valuable for future researchers as it contributes to the body of knowledge on

diversity, equity, and inclusion in education.

Definition of Term

The following terms are explained both conceptually and operationally to augment

comprehension for the readers of this paper.

Heterosexuality. Refers to the romantic or sexual attraction, desire, or behavior

between individuals of opposite sexes.

Delves. It implies a thorough examination or exploration into a subject or topic

to understand it more fully and deeply.

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Methodologies. Refers to the systematic procedures, techniques, or

approaches used in a particular field of study or discipline.

Triumphs. Refer to notable achievements, successes, or victories, typically in

the face of significant challenges or obstacles.

Tribulations. Refers to difficult or challenging experiences, trials, or hardships

that one may encounter in life.

Multifaceted. It describes something that has many different aspects,

elements, or facets implying that there are multiple perspectives to consider.

Stemming. It means to arise as a consequence or result of something.

Epistemology. Refers to the examination of how knowledge about sexual

orientation and gender identity is generated, validated, and understood.

Heterogeneity. Refers to the diversity and variety present within the community

concerning sexual orientations, gender identities, and lived experiences.

Metaphorical. Refers to the use of metaphor, as a figure of speech in which a

word or phrase is applied to something to which is not literally applicable.

Stigma. Refers to the negative social attitudes, stereotypes, or labels that are

associated with certain characteristics, conditions, or identities, leading to discrimination

or marginalization.

Diversity. Refers to the presence of a wide range of human differences,

including but not only limited race, ethnicity, gender, sexual orientation, socio-economic

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state, age, physical abilities, religious beliefs, and other characteristics.

School Climate. Refers to the overall atmosphere, culture, and social

environment within an educational institution concerning the inclusion, acceptance and

well-being of LGTBQ+ teachers .

Inclusivity. Refers to the practice or policy of including people who might

otherwise be excluded or marginalized.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter provides a review of literature and studies that shows similarities

to the present study.

Interactions between LGBTQ+ teachers and the community.

Gender Equality has been advocated throughout the world but is evident not

being heavily practiced and widely accepted. LGBTQ+ teachers didn’t escape the

discriminations and judgments stemming from their gender identity. There are as many

as 50,000 LGBT teachers in British schools, yet there are very few openly LGBT

Headteachers (Lee, 2019a). The Equality Act of 2010 has done much to safeguard

LGBT teachers from workplace discrimination but it is well-documented that despite

advances in equalities legislation at the macro level, many LGBT teachers do not yet

feel adequately protected or safe enough to be out to all stakeholders in their school

workplaces (Gray, 2010; Lee, 2019a). Homophobia in schools is well-documented in UK

Schools. Cocker et al. (2019) report that many LGBT families are compelled to adopt

quite elaborate strategies to navigate homophobic discourses in schools, and Carlile

(2019) too posits that work must be done within primary schools to acknowledge and

celebrate LGBT relationships. This article has described the interminable

heteronormativity and cis-normativity that stubbornly prevails in UK school

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communities. Within these conservative school workplaces, LGBT teachers become

skilful in identifying ways in which they can connect with others with whom they may

not naturally have much in common. Alternative genders and sexualities are silenced in

school communities to such an extent that the revelation of a same-sex partner is seen

as belonging in the realm of the private and intimate, in the way that an opposite sex

partner is not (Lee, 2019b).

When queer meets teacher: A narrative inquiry of the lived experience of a

teacher of English as a foreign language Hai Lin, Wannapa Trakulkasemsuk,

Pattamawan Jimarkon Zilli Sexuality & Culture 24, 1064-1081, 2020. Queer teachers, as

a result of inherent heterosexuality, have been historically living in a society of

victimization and marginalization. Despite advances in LGBT rights and policies,

research on queer teachers remains contextually undertheorized. Thus, this paper,

based on a life history interview, presents a narrative study of a non-local English

teacher working in Thai higher education. Premised on the post-structuralist

perspectives, this article aims to explore the construction of queer self as a professional

language teacher through how sexuality is negotiated in the process of interacting with

diverse subjects. The findings illustrate the fluidity of queer subjectivity within different

discourses, where corresponding strategies are self-imposed to negotiate the

boundaries between queer and professional selves. While queer individuals are affected

by the dominant discourse of heteronormativity, queer visibility within institutional

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cultures comes down to a subjective piece. We conclude that queer teachers are

professional subjects since the discourse of queer as professional is reconstructed and

normalized at the workplace.

School Policy that is believed to deal Heteronormativity

The problem lies in the fact that schools adhere to heteronormative values and,

like society, are hesitant to embrace anything straying from the status quo. In many

contexts in the United States, K–12 schools are still sources of discrimination,

harassment, and fear for LGBTQ+ identifying teachers and students. Schools are places

that, at times, reinforce issues of sexism and heterosexism (GLSEN, 2018). Schools are

profoundly founded in systematic heteronormativism. The question remains as to

whether this was still the norm. However, society continues to push the narrative of the

traditional American family. Despite an evolution in what was considered normal family

dynamics, the norm is to continue engaging in discourse about young adolescent boys

pining after girls. Even dress code procedures and school policies are based in

heterosexual norms, where female clothing choices are regulated as they may be too

distracting for their male counterparts (Edwards & Marshall, 2020). It is difficult to

determine whether a school dress code or uniform policy rooted in heteronormativity

could increase achievement because uniform policies did not cultivate self esteem and

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motivation. Uniform policies did not balance social status differences that often faced by

LGBTQ+ member, and they did not improve academic achievement.

Influence of Religious Belief and Cultures into perceiving LGBTQ+ Teachers.

Homosexuality has been a great study of experts worldwide. Over the past years

until now, these issues had been a debatable topic. Although we know that the

Philippines is a constant supporter of international and national laws to bring up gender

equality into the principles, goals, and processes of Philippine education, and

homosexuality in the Philippines is decriminalized, mapping LGBT acceptance is still yet

to be realized. According to Pew Research Center, there had been a report about global

opinions of the LGBT community that almost 70 percent of Filipinos are accepting of

homosexuality, thus making the Philippines the most tolerant nation surveyed in the

Asia-Pacific region (Revised version of the paper presented at the Asia-Pacific

Conference on Research and Education 2021). However, LGBT socio-civic groups

disagree with these results. Acceptability of homosexuality is difficult when it collides

with the teachings of religion and what is perceived as a social norm for genders as

pointed out by Competente, R.J.T.(2021) revised edition,it elucidate the fact that

although the country showed positive trends as to other countries in ending LGBT

discrimination, much work is needed to accept diverse sexuality in the Philippine

culture.So, school leaders can make school safe and inclusive for all. Hence, learning

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institutions can therefore foster effective and responsive school culture to lesbian, gay,

bisexual and transgender (LGBT) educators in their workplace.

The song "Sirena'' by Gloc-9 presents the experiences of LGBT members starting

from childhood up to adulthood by portraying an image of how LGBT people deal with

their sexual preferences and how society establishes its perception of LGBT individuals,

illustrating the experiences of LGBT teachers from their teaching career. In the

conservative and traditional Filipino culture, the main factors influencing how LGBT

educators cope with their sexuality are religious convictions, cultural norms, and

expectations from their families, students and co-workers. Additionally, in order to

characterize the participants' lived experiences, difficulties, and coping strategies for the

harshest experiences of LGBTQ teachers. This research by Rosmar Pinaga (2021) uses

Interpretative Phenomenological Analysis, a qualitative research methodology that

explores how individuals make sense of their experiences to explore the challenges and

coping mechanisms faced by LGBTQ+ Teachers in their teaching career.

Empowering LGBTQ+ Teachers.

In the Philippines, significant legislative efforts such as the Sexual Orientation

and Gender Identity and Expression (SOGIE) Equality Bill and the Comprehensive Anti-

Discrimination Bill (CADB) aim to markedly improve the lives of LGBT educators by

addressing the pervasive gender issues within educational settings. This endeavor is

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further supported by the release of the “Policy in the Implementation of

Comprehensive Sexuality Education” (DepEd Memorandum No. 31, s. 2018), which

collectively seek to empower teachers, learners, and parents with a deeper

understanding of gender-related laws and policies. The sporadic progress in enacting

these policies leaves LGBT members within the school community, including teachers

and students, vulnerable due to the absence of national protection against

discrimination based on gender identity or expression, a situation highlighted by UNDP

& the Commission on Human Rights of the Philippines (2018). Specifically, in the

District of Irosin, many LGBT educators remain closeted, fearing the repercussions of

coming out in an environment where school and district policies do not offer sufficient

protection, underscoring the critical need for robust legal and policy frameworks to

safeguard their rights and identities.

LGBTQ+ Teachers Role

The Lesbian, Gay, Bisexual, Transgender and Queer community today is widely

accepted and is getting more recognition in the last few years. LGBTQ members are

coming out and starting to face the stigmas around them. LGBTQ teachers are one

example of those who are facing the stigmas and are trying to contribute to our society.

But, despite the acceptance the LGBTQ community is having, there are still issues

regarding their coming out especially when it comes to the workforce. Educational

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institutions are built to serve learners who believe education is the way to improve and

change their lives. In order to help learners attain all their goals in life, every

educational institution must prepare all the aspects of the teaching-learning process,

especially in terms of empowering the school's teaching force. Educators must feel safe

and accepted to provide the best quality education for learners. Also, Sayfulloevna

(2023) proved that LGBTQ+ teachers who felt safe had a higher level of professional

efficacy, contributing to increased student achievement. Over the years, LGBTQ

educators have experienced muchmistreatment from different sectors of society; even

the church contributes to this inequality, which intensifies the stigma and

discrimination. Presently, gay, lesbian, bisexual, and transgender staff have felt unsafe

in many school environments due to their sexual and gender orientations (Gray, 2018).

Few would disagree that in order to flourish educationally, young people need access to

diverse role models, committed teachers, and authentic school leaders (Lee, 2019a).

Discrimination against lesbians and gay men has been endemic throughout

Australia’s history. However, in twenty-first century Australian society there are signs of

growing sophistication and acceptance of sexual diversities. Despite this, schools

continue to be organizations where sexual ‘difference’ is marginalized and silenced,

having ramifications on the professional lives of lesbian and gay teachers. This article,

based on qualitative research with 14 lesbian and gay teachers working in metropolitan

Sydney, explores the ways in which schooling micro-cultures and systemic practices

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affect participants’ working lives. In particular, it highlights the ways in which these

teachers negotiate the complex discursive fields in schools to perform their

‘professional’ teacher subjectivities in ways that are personally functional and effective,

and simultaneously organisationally ‘acceptable’ in what has been for lesbian and gay

teachers, traditionally hostile workplaces.

Perspective of LGBTQ+ Teachers.

This descriptive exploratory study describes teacher self-efficacy in providing

LGBTQ+ support in the implicit and explicit social studies curriculum in the wake of

numerous anti-LGBTQ+ legislation in education in Florida. Four high school social

studies teachers from three different Florida public school districts were interviewed to

answer three main questions. All participating teachers expressed broad knowledge of

their subject matter but could not identify LGBTQ+ inclusivity in their state and district-

mandated curriculum. All participants had a great sense of self-efficacy in supporting

their LGBTQ+ students but low self-efficacy in educating their colleagues about these

issues. All participating teachers expressed a high level of knowledge of their subject

matter and were able to identify opportunities in the existing curriculum to be LGBTQ+

inclusive, however, because of the new education laws targeting LGBTQ+ issues,

teachers expressed being unsure about moving forward with teaching an LGBTQ+

inclusive explicit social studies curriculum. LGBT teachers report extensive experience of

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feeling marginalized (Lee, 2019b). Simultaneously, vagueness around these laws results

in opportunities for teachers to act as curriculum gatekeepers and identify instances in

the mandated curriculum where they can infuse LGBTQ+ content (Francis, K. B. F.

2023).

Synthesis

The literature summarized in this section begins with examining heteronormativity

in schools and society at large. The review will then move on to discuss why LGBTQ+

educators, with their individual nuanced perceptions of outness, may feel unsafe

working in prescribed heteronormative environments, and the empowerment

organization conducted to protect LGBTQ+ teachers. The roles of LGBTQ+ teachers

were also tackled as it is important to discuss their roles given that despite the pleasant

and unpleasant encounters they faced, fostering an inclusive school offering a safe

environment is what they still chose. An examination regarding how the merging of key

components from queer theory and critical exploration can intertwine to create

queertical review, the act of interrupting heteronormativity to critique and change

society were observed by this exploration. This section will present information on how

intersectionality can impact a teacher’s perception of outness in the workplace that

adheres to a broader landscape of heteronormative social structures and policies, which

guide and inform school leaders. Perceptions may lead to participating in the act of

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covering, especially given the current political context of LGBTQ+ themes in education,

or possibly the act of enacting queertical theory, where the educator uses and affirms

their identity within the classroom to disempower dominant ideologies and empower

and bolster deficit lenses. Different interactions, positive or negative, were able to

strengthen LGTBQ+ educators in continuing to advocate and promote a school that

offers diversity and truthfully acceptance to different sexuality, gender, and

orientations. It presents how their everyday experiences influences their resiliency and

patience that one day, gender equality will be properly practiced as well as inclusivity

being unleashed, where in community, harmony is well observed.

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 Republic of the Philippines
Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

Chapter 3

RESEARCH METHODOLOGIES

Research Design.

hello kitty or silly cat

Research Locale

Research Instruments

Research Sample

Data Gathering Procedure

Statistical Tool

Data Analysis

Ethical Consideration

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 Republic of the Philippines
Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

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 Republic of the Philippines
Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

Chapter 5

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Reference

Make use if APA Format in writing your references

Curriculum Vitae

I. Personal Information

Name:

Age: Insert Picture Here

Date of Birth:

Place of Birth:

Mother:

Father:

Civil Status:

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 Republic of the Philippines
Department of Education
Region XIII - CARAGA
Division of Butuan City
BUTUAN CITY SCHOOL OF ARTS AND TRADES

Religion:

Home Address:

Contact Number:

Email Address:

II. Educational Attainment

Elementary: Name of School

School Address
Year
Junior High: Name of School
School Address
Year
Senior High: Name of School
School Address
Year

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