The Lived Experiences of LGBTQ Physical Education Teachers: A Phenomenological Inquiry

Abstract

This study explored the lived experiences of LGBTQ Physical Education (PE) teachers in selected public junior high schools in Taguig City and examined how they made sense of identity expression, school treatment, well-being, and professional practice. A qualitative design using Interpretative Phenomenological Analysis (IPA) was employed. Eight self-identified LGBTQ PE teachers were purposively selected from four public secondary schools and participated in semi-structured interviews lasting approximately 45 to 60 minutes. Interviews were transcribed verbatim and analyzed idiographically through familiarization, line-by-line coding, theme generation, interpretation, and validation across cases. The findings revealed varied identity practices, including open disclosure, selective disclosure, behavioral adjustment, and professional boundary management. Participants described both affirming and difficult experiences with students, colleagues, and administrators, including respectful relationships and support alongside perceived scrutiny, higher professional expectations, cautious interactions, and occasional social distance. Compared with heterosexual counterparts, some participants reported greater self-monitoring, boundary-setting, and efforts to protect professional credibility. These experiences shaped well-being through resilience, professional growth, relational validation, emotional labor, and temporary distress. Participants also linked their lived experiences with more inclusive PE practices centered on fairness, equitable participation, respect, and reduced gender stereotyping. The study concludes that LGBTQ PE teachers' experiences are context-dependent rather than uniformly positive or negative and that inclusive school climates, responsive leadership, professional ethics, and accessible support mechanisms can strengthen teacher well-being and equitable educational practice.