School as a Safe Space through Gender-Responsive Basic Education Policy
Quality education promotes gender-responsive policies. Yet, this is not always the case in developing countries like the Philippines. There are gaps in policy implementation, and safety issues faced by LGBTQIA+ learners persist. Purpose. This study focuses on teachers’ and learners’ perception of...
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| Format: | Article |
| Language: | English |
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H.S. Skovoroda Kharkiv National Pedagogical University
2024-10-01
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| Series: | Educational Challenges |
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| Online Access: | https://educationalchallenges.org.ua/index.php/education_challenges/article/view/296 |
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| author | Gemar B. Mori |
| author_facet | Gemar B. Mori |
| author_sort | Gemar B. Mori |
| collection | DOAJ |
| description | Quality education promotes gender-responsive policies. Yet, this is not always the case in developing countries like the Philippines. There are gaps in policy implementation, and safety issues faced by LGBTQIA+ learners persist.
Purpose. This study focuses on teachers’ and learners’ perception of Gender-Responsive Basic Education Policy (GRBEP) implementation and the safety of lesbian, gay, bisexual, transgender, queer, intersex, asexual, and expanding identities (LGBTQIA+) learners in public and private schools. Hence, it determined the GRBEP implementation level and LGBTQIA+ learners' safety level. No significant correlation between policy implementation and learners’ safety, and no significant difference between public and private schools’ policy implementation and learners’ safety were assumed. The minimal studies and the urgent need to ensure a gender-responsive and safe learning environment underscore the significance of this research.
Methodology. Validated questionnaires were distributed to 744 learners and teachers: 401 from private schools and 343 from public schools. The data collected were analyzed using mode, percentage, Pearson’s product-moment correlation, and independent samples test.
Results. Learners and teachers perceived a “high level of implementation” of GRBEP in schools. LGBTQIA+ learners were generally “safe” in schools. The implementation level of Gender-Responsive Basic Education Policy correlates with the safety level of LGBTQIA+ learners in school, as it was statistically significant (p=.026 < α=0.05). There is no substantial evidence of a difference between public and private schools’ implementation level of GRBEP (p = 0.544 > α=0.05). There is not enough evidence of a significant difference between public and private schools’ safety levels of LGBTQIA+ learners (p = 0.188 > α=0.05).
Conclusion. An efficient GRBEP implementation by schools ensures a working educational policy. LGBTQIA+ learners are safe in the learning environment. Public and private schools must strengthen awareness campaigns, address misconceptions and overlooked realities, conduct real-time monitoring, evaluation, and feedback mechanisms, as well as foster partnerships and linkages to uphold a safe space for every learner. With these actions, policymakers and school administrators can work towards creating a true quality and inclusive education that supports the well-being and success of all learners, regardless of their sexual orientation, gender identity, or gender expression. |
| format | Article |
| id | doaj-art-3847e84230664d5d90c92061c4bb9e4f |
| institution | DOAJ |
| issn | 2709-7986 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | H.S. Skovoroda Kharkiv National Pedagogical University |
| record_format | Article |
| series | Educational Challenges |
| spelling | doaj-art-3847e84230664d5d90c92061c4bb9e4f2025-08-20T02:39:59ZengH.S. Skovoroda Kharkiv National Pedagogical UniversityEducational Challenges2709-79862024-10-01292273–286273–28610.34142/2709-7986.2024.29.2.18297School as a Safe Space through Gender-Responsive Basic Education PolicyGemar B. Mori0https://orcid.org/0000-0003-0017-4361The College of Maasin, Philippines.Quality education promotes gender-responsive policies. Yet, this is not always the case in developing countries like the Philippines. There are gaps in policy implementation, and safety issues faced by LGBTQIA+ learners persist. Purpose. This study focuses on teachers’ and learners’ perception of Gender-Responsive Basic Education Policy (GRBEP) implementation and the safety of lesbian, gay, bisexual, transgender, queer, intersex, asexual, and expanding identities (LGBTQIA+) learners in public and private schools. Hence, it determined the GRBEP implementation level and LGBTQIA+ learners' safety level. No significant correlation between policy implementation and learners’ safety, and no significant difference between public and private schools’ policy implementation and learners’ safety were assumed. The minimal studies and the urgent need to ensure a gender-responsive and safe learning environment underscore the significance of this research. Methodology. Validated questionnaires were distributed to 744 learners and teachers: 401 from private schools and 343 from public schools. The data collected were analyzed using mode, percentage, Pearson’s product-moment correlation, and independent samples test. Results. Learners and teachers perceived a “high level of implementation” of GRBEP in schools. LGBTQIA+ learners were generally “safe” in schools. The implementation level of Gender-Responsive Basic Education Policy correlates with the safety level of LGBTQIA+ learners in school, as it was statistically significant (p=.026 < α=0.05). There is no substantial evidence of a difference between public and private schools’ implementation level of GRBEP (p = 0.544 > α=0.05). There is not enough evidence of a significant difference between public and private schools’ safety levels of LGBTQIA+ learners (p = 0.188 > α=0.05). Conclusion. An efficient GRBEP implementation by schools ensures a working educational policy. LGBTQIA+ learners are safe in the learning environment. Public and private schools must strengthen awareness campaigns, address misconceptions and overlooked realities, conduct real-time monitoring, evaluation, and feedback mechanisms, as well as foster partnerships and linkages to uphold a safe space for every learner. With these actions, policymakers and school administrators can work towards creating a true quality and inclusive education that supports the well-being and success of all learners, regardless of their sexual orientation, gender identity, or gender expression.https://educationalchallenges.org.ua/index.php/education_challenges/article/view/296lgbtqia safetylearners and teachersphilippine educationeducation policypolicy implementationpolicy gapsinclusive education |
| spellingShingle | Gemar B. Mori School as a Safe Space through Gender-Responsive Basic Education Policy Educational Challenges lgbtqia safety learners and teachers philippine education education policy policy implementation policy gaps inclusive education |
| title | School as a Safe Space through Gender-Responsive Basic Education Policy |
| title_full | School as a Safe Space through Gender-Responsive Basic Education Policy |
| title_fullStr | School as a Safe Space through Gender-Responsive Basic Education Policy |
| title_full_unstemmed | School as a Safe Space through Gender-Responsive Basic Education Policy |
| title_short | School as a Safe Space through Gender-Responsive Basic Education Policy |
| title_sort | school as a safe space through gender responsive basic education policy |
| topic | lgbtqia safety learners and teachers philippine education education policy policy implementation policy gaps inclusive education |
| url | https://educationalchallenges.org.ua/index.php/education_challenges/article/view/296 |
| work_keys_str_mv | AT gemarbmori schoolasasafespacethroughgenderresponsivebasiceducationpolicy |