Difficulties in sexuality education among health and physical education teachers:

Analysis using a modified grounded theory approach (M-GTA)

Abstract

The purpose of this study was to clarify background factors related to difficulties in teaching sexuality among health and physical education teachers. Seven health and physical education teachers (5 males and 2 females) from junior high schools and high schools participated, and data were analyzed using the M-GTA method. As a result, 16 concepts and 6 categories were extracted. The participants had (a) “low self-confidence about instructional competency regarding sex-related content”, (b) “concern about transdisciplinary collaboration with other teachers and families”, (c) “concern during hands-on practices”, (d) “reluctance to use educational resources”, (e) “teaching in one’s own way”, and (f) “beliefs about sexuality”. There were difficulties in understanding that students were at a stage in their development where their interests in sexuality were increasing, and that they may not be able to receive appropriate guidance due to their gender and gender perceptions. With regard to “concerns in practical situations”, they felt “uneasiness in responding to students’ reactions” and “concern about how students would receive the content of instruction”. In the future, it will be important to offer teachers various opportunities for learning how to use instructional methods and practicing pedagogy during teacher training.