Promoting inclusive education in private schools: LGBTQIA+ educators’ role

Abstract

This study explored teachers’ perspectives on the role of LGBTQIA+ educators in promoting inclusive education in a private school in Ilocos Norte, Philippines. Utilizing a phenomenological approach, the study involved twelve (12) teachers who provided detailed responses through open-ended questionnaires administered through google forms. Thematic analysis revealed six major themes: (1) LGBTQIA+ educators as agents for safe and inclusive environments, (2) authentic beings and advocates for inclusivity, (3) active advocates of diversity, (4) challenges faced within school contexts, (5) support systems aiding their advocacy, and (6) the need for improved institutional mechanisms. It was found that LGBTQIA+ educators significantly contribute to fostering inclusive education that is rooted in safety, equity, and acceptance within the school. On the other hand, participants also cited persistent discrimination, cultural resistance, and lack of institutional support as challenges faced by LGBTQIA+ educators in achieving effective inclusive education. The study emphasizes the need for stronger policy implementation, teacher training, and leadership support to reinforce inclusivity within schools.