Sheryl V. Patente and Andrea V. Campado, Ph.D.
Abstract: This qualitative study explored the workplace inclusion of gay teachers through the perspectives of non-gay employees at Colon National High School in Maasim, Sarangani Province—a culturally conservative public secondary school in the southern Philippines. Anchored in social learning theory and contact hypothesis, the study investigated three central questions: (1) the organizational, cultural, and individual factors that facilitate or hinder inclusion; (2) the prevailing views of non-gay employees toward gay professionals; and (3) the factors influencing changes in these views over time. Using in-depth interviews with purposively selected participants, including both gay and non-gay staff, the findings revealed that inclusive leadership, student openness, peer allyship, and cultural integration served as key enablers of inclusion. Conversely, hindrances included the absence of formal policies, religious conservatism, and symbolic leadership. Notably, gay teacher participants affirmed that the school was an affirming and professionally supportive space, challenging generalized assumptions about sub-urban exclusion. The study also found that non-gay employees’ attitudes evolved through sustained interpersonal contact and institutional modeling, illustrating that inclusion is a relational and dynamic process. The study concludes that meaningful workplace inclusion requires more than symbolic support, it demands leadership commitment, structured policies, and continuous engagement with all stakeholders. Recommendations are offered for policy development, school leadership, peer allyship programs, and future research, especially on intersectionality and student-driven inclusion. This research contributes to the growing body of literature on LGBTQ+ inclusion by centering non-gay perspectives in a sub-urban school setting, offering context-specific insights for educational institutions in similar socio-cultural landscapes.
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Keywords: LGBTQ+ Inclusion, Gay Teachers, Non-Gay Perspectives, Educational Institutions, Sub-Urban Schools, Philippines, Social Learning Theory, Contact Hypothesis