Exploring The Impact of Gender Orientation on Teaching Performance: A Focus on Gay Teachers

Abstract

The growing number of gay teachers (GyTs) in the educational system of the country calls for assessment of their teaching performance.  In this study, the teaching performance of the GyTs in selected secondary schools in the second district of Northern Samar was assessed. The respondents were 20 teachers who acknowledged that they are gays, 1,060 students, 16 administrators and 151 co-teachers. Questionnaires were used to gather data, and a personal unstructured survey was also used to cross check the responses. The data were analyzed using frequency counts, percentages and means, and the relationship and effects of personal profile, educational attainment, teacher’s factors and emotional quotient on the teaching performance were determined using multiple regression analysis. Generally, their weak points were diction, inability to discipline, and punctuality on reporting to class and returning corrected quizzes. In terms of relationship of the independent and dependent variables, age, number of siblings, leisure time activities, and teaching loads did not affect teaching performance, but the degree earned, honors received in school, teaching experience, training and seminars attended, involvement in extra-curricular activities, and emotional quotient were found to have significant effects. The teaching performance or effectiveness of GyTs cannot be attributed to their sexual preference or orientation.