Lived Experiences of English LGBTQ Teachers in Surigao City and Surigao Del Norte Divisions

This study explored the lived experiences of English LGBTQ teachers in the Divisions of Surigao City and Surigao del Norte, Philippines, to understand how identity shapes professional practice, relationships, and well-being. Anchored in Queer Theory, Social Role Theory, and Ecological Systems Theory, the research employed a qualitative descriptive phenomenological design using Colaizzi’s method. Data were gathered through in-depth interviews with purposively selected LGBTQ teachers from public and private schools, each with at least three years of teaching experience. Findings revealed three overarching dimensions: professional opportunities, protective bridge, and personal challenges, supported by five emergent themes: affirmation, relationality, dignity, belonging, and vulnerability. Results showed that participants transformed their identities into pedagogical strengths, demonstrating creativity, empathy, and inclusive teaching practices. Support systems from administrators, colleagues, students, and the community functioned as a “protective bridge,” fostering confidence, belonging, and professional sustainability. However, teachers also encountered challenges such as social judgment, stereotyping, identity suppression, and emotional labor, which contributed to stress and internal struggles. Despite these difficulties, participants exhibited resilience, adaptability, and strong professional commitment. The study highlights that affirmation and belonging significantly enhance teacher effectiveness, while vulnerability underscores the need for stronger institutional support. It concludes that LGBTQ identity, when supported by inclusive policies and practices, becomes a source of empowerment that enriches teaching and learning environments. The findings contribute to the discourse on inclusive education and provide implications for policy development, teacher training, and the promotion of supportive school climates for LGBTQ educators.