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Examining the Interplay between Queerness and Teacher Wellbeing: A Qualitative Study Based on Foreign Language
Juan Ramón Guijarro-Ojeda1, Raúl Ruiz-Cecilia1, Manuel Jesús Cardoso-Pulido1
1Department of Language and Literature Teaching, Faculty of Education, University of Granada, 18071 Granada, Spain.
LGTBIQ+ teachers may face workplace insecurity impacting wellbeing. This study found sexual orientation significantly shapes teacher identity and professional life, with psychosocial capital enabling resilience and activism.
Area of Science:
- Education
- Psychology
- Sociology
Background:
- LGTBIQ+ teachers often experience workplace insecurity, affecting mental health and psychological stability.
- This can lead to persistent feelings of anxiety, fear, and low self-confidence.
Purpose of the Study:
- To examine the relationship between sexual orientation and teacher wellbeing.
- Focus on foreign language teacher trainers in a Spanish university setting.
Main Methods:
- Qualitative study utilizing an ecological paradigm.
- Semi-structured in-depth interviews were conducted and analyzed.
Main Results:
- Teacher wellbeing is a complex system influenced by sexual orientation.
- Sexual orientation impacts professional identity, competencies, relationships, and socio-political engagement.
- Participants transformed negative experiences of discrimination into positive activism.
Conclusions:
- Despite homophobic discrimination, participants leveraged psychosocial capital for resilience.
- Sexual orientation is integral to the multifaceted experience of teacher wellbeing.
- Queer activism emerged as a positive outcome in personal and professional spheres.
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