Asian Journal of Education and Social Studies

Teachers experience conflict in Comprehensive Sex Education (CSE) due to differences between beliefs and cultural background. Teachers frequently struggle to give developmentally appropriate knowledge while navigating the varied cultural beliefs of families, resulting in insufficient or contradictory information. This study aims to determine the level of teachers acceptance in teaching sex education and determined the socio-demographic profile among teachers and it’s significant differences. The participants of this study were 150 public elementary teachers in Davao del Sur. This study used the adopted research questionnaire and utilized Kruskall-Wallis H and Mann-Whitney U, to treat the data statistically. The results showed that the overall acceptance level of sex education among teachers was very high across three (3) indicators; approval, job effectiveness and confidence. Also, the acceptance level of teachers in teaching sex education when grouped by age, gender, civil status, and years of teaching, showed no significant difference. Among all the indicators, confidence received the lowest mean score out of all the measures. This means that teachers needs more trainings to be more confident in their teaching approach towards the CSE. Additionally, the school administration must holds workshops and seminars to boost teachers' confidence in teaching sex education.