The Experiences and Needs of School Health Teachers in Delivering Sexual Health Education in Schools: A Phenomenological Study

Abstract

            This phenomenological research aimed to study the experiences and needs of health teachers in teaching sexual health in schools. The informants were selected through purposive sampling, consisting of 20 health teachers in Health Region 2. The research instrument was a semi-structured interview guide that underwent content validity testing by 3 experts and was piloted with 2 health teachers who had similar characteristics to the target group. Data were collected through in-depth interviews and analyzed using interpretative phenomenological analysis. The findings revealed four challenges: (1) lack of confidence and discomfort in teaching; (2) cultural and social norm constraints; (3) limitations in knowledge and teaching skills; and (4) limited resources and support. Teachers employed five teaching strategies: adapting language and communication methods, using media and technology, organizing active learning activities, separating learning groups by gender, and integrating local values and culture. Teachers' support needs included four aspects: developing knowledge and teaching skills, educational media and innovations, policy and environmental support, and networking and knowledge sharing. Key recommendations include developing context-specific teacher training curricula, creating appropriate and modern teaching materials, establishing clear policies, and building support networks for sexuality education teachers. These findings lead to recommendations for developing health teachers' capacity in effective sexual health education.