Abstract
This study investigates educators' attitudes toward homosexuality and its implications for fostering inclusivity within educational environments. Key objectives include profiling respondents based on age, sexual orientation, religion, and educational attainment, exploring predominant attitudes of teachers toward homosexuality, assessing differences in attitudes across demographic groups, and examining correlations between attitudes and demographic profiles. A descriptive-correlational design was employed with a survey administered online to 89 secondary school teachers as data collection technique. The statistical analysis involved frequency and percent distributions, weighted means, standard deviation, One-Way ANOVA, and Pearson Product Moment Correlation. The results revealed that the largest age group was 31-40 years old (32.6%), with 50.6% identifying as heterosexual females, 25.8% are homosexuals, and 23.6% as heterosexual males. Majority were Roman Catholic (75.3%) and held a bachelor’s degree (67.4%). Generally, attitudes towards homosexuality were positive, with mean scores ranging from 3.62 to 4.10, but there were also instances of disagreement or neutrality (mean scores of 2.43 to 2.81), indicating a mix of acceptance and hesitation. Negative attitudes were generally less common, reflecting wider trends of increased acceptance and tolerance (mean scores of 1.85 to 3.48). Homosexuals had distinct attitudes compared to heterosexual males (p=.000, .008) in both positive and negative aspects, while heterosexual females differed from homosexuals only in positive attitudes (p=.008). Among the demographic profiles, only the teachers’ sexual orientation showed significant relationship with their positive attitudes (F=9.837, p=.000) and negative attitudes (F=4.945, p=.009) toward homosexuality. The study emphasizes the importance of understanding attitudes towards homosexuality in educational environments and offers insights for promoting inclusivity.
