Schools’ Lesbian, Gay, and Bisexual (LGB) Management Practices of Secondary Schools in Araceli and Dumaran Districts

Protecting students inside the school is crucial in any society. As the school’s primary role was supporting students’ academic development while ensuring a secure learning environment, this study investigated management practices on Lesbian, Gay, and Bisexual (LGB) students in Secondary schools. Specifically, the study described the LGB students, teachers, and school heads’ profile. It identified the schools’ LGB management practices in terms of School Policies, Facilities, and Program Development. It ascertained the relationship between the socio-demographic profile of teachers and school heads and their challenges encountered in LGB management, and correlate the relationship between the schools’ LGB management practices and the challenges encountered by LGB students. A descriptive-correlational design was employed in the study with 187 conveniently chosen participants in Northern Palawan, Philippines. A survey questionnaire was used for their profile, schools’ management practices, and challenges encountered. Frequency counts, percentages, mean, and Pearson Product Moment Coefficient Correlation (r) were used to analyze the data gathered. Results revealed that no significant relationship was found between the socio-demographic profile of teachers and school heads and the challenges encountered in LGB management, specifically in terms of Learning Materials, Completion Rates, and Professional Development. It was affirmed that schools’ LGB management practices were not rational factors in the challenges encountered by LGB students, specifically in terms of Bullying, Discrimination, and Mental and Physical Assault. Accordingly, this study has extensive effect that can point the department to design and implement specific plans and programs which centered to the protection of LGB students from bullying, discrimination, and violence in school.