Navigating Gender and Profession: Experiences of Cross-Dressing Practice Teachers Under School Policies

Teaching is shaped by institutional norms that regulate appearance, professionalism, and gender expression. Despite growing attention to gender diversity, little research examines how cross-dressing practice teachers navigate these expectations during their practicum. This qualitative study explores the lived experiences of cross-dressing practice teachers in the Philippines. Semi-structured interviews were conducted with fourth-year practice teachers who self-identified as cross-dressers, and data were analyzed using Interpretative Phenomenological Analysis (IPA) guided by queer theory in education. Four themes emerged: Embodied Authenticity and Identity Recognition; Institutional Constraints, Surveillance, and Emotional Burden; Strategic Navigation, Professional Identity, and Agency; and Coping, Advocacy, and Relational Resilience. Participants described gender expression as central to personal identity and teaching confidence, yet institutional dress codes and heteronormative norms often generate anxiety, hypervigilance, and limits on authentic presentation. To reconcile identity with professionalism, participants employed strategies such as selective conformity, demonstrating competence, and relying on relational support. These findings illustrate how gender expression in schools is negotiated through the interaction of institutional regulation and personal identity. The study underscores the need for inclusive policies and teacher education practices that recognize gender diversity and foster equitable participation in the teaching profession.