Portuguese primary school teachers' conceptions and obstacles to sex education in classroom

Abstract

This research intends to identify primary school teachers’ conceptions and obstacles to teach sex education, more precisely, teachers’ opinions and perceptions of difficulties, fears and supports and the contextual factors that can influence their conceptions. The research starting point was the construction and validation of the questionnaire. This instrument was applied to a large sample with 486 primary school teachers from the northern region of Portugal. A database was constructed and statistical tests were applied. Results suggest that: teachers are little favourable to sex education in primary school; the most difficult area to teach is the expressions of sexuality; the most difficult topics to approach are related to sexual pleasure; teachers prefer the participation of parents, health professionals and psychologists; the reactions and mentalities of parents and conservative milieu are the strongest fears; teachers consider colleagues, school director and school group president supporting them; the teachers’ training expressed needs are scientific knowledge, to help them to respond easily to children's unpredictable questions and to prepare them to develop values awareness. The factors which reflect the strongest influence on teachers’ conceptions are: academic qualifications, gender, training courses, religious practice, time of career, area of work, and to have children.