Building Inclusive Classrooms: Filipino Teachers' Perceptions and Challenges in Supporting LGBTQIA+ Students

This qualitative phenomenological research study employed a research design in determining the perceptions and challenges of Filipino teachers in supporting LGBTQIA+ within classroom settings. The research sought to address two fundamental problems of research: (1) how do Filipino teachers perceive the support needs of LGBTQIA+ students? and (2) what challenges do they face in promoting LGBTQIA+ inclusivity in their class? To analyze the data, the researcher employed Creswell's thematic analysis stepwise, i.e., organization of data, multiple readings of transcripts, coding significant statements, codes to categories, and summarizing categories to broad themes. The verbatim participants' quotations were scrutinized closely and coded, which led to mapping meanings and similarities between stories. This systematic procedure ensured that the emergent themes accurately reflected the participants' lived experiences and their wisdom. Through thematic analysis and qualitative interviews, two prominent themes in relation to teachers' perceptions were elicited: "Chalkboards of Change: Teaching for Equality, Inclusivity, and Respect," centered on equity values, acceptance, respect, and inclusion; and "Stereotyping as a Barrier to Inclusive Support," indicating how social biases hinder inclusive support. For the second concern, three key themes were determined: "Insufficient Institutional Support for Inclusivity Training", recording that there was no professional development on LGBTQIA+ issues; "Weak and Contradicting Policies on Inclusion in Schools," recording contradictions in school policies for gender expression and inclusion; and "No Comfort in Comfort Rooms: Exclusion in School Facilities," detailing the exclusion of LGBTQIA+ students from gender-affirming facilities. The study indicated that even with the commitment of a majority of Filipino teachers to inclusive education, institutional loopholes, policy discrepancies, and cultural impediments continue to hinder their practices. The study emphasizes the necessity of careful training, inclusive policy reforms, and facilitatory infrastructure so that secure and validating school cultures can be developed for all students.