Experiences of life orientation among teachers teaching sexuality education in secondary schools in Vhembe and Mopani Districts Limpopo Province, South Africa

Abstract

Teachers’ experiences regarding sexuality education are significant indicators of teaching sexuality in secondary schools. However, the importance of including sexuality education in the educational system is rising globally. This suggests that Life Orientation (LO) teachers have a unique and vital role to play, one for which they are not always ready, especially when sexuality education is a cross-curricular subject. This study examined teachers’ experiences regarding teaching sexuality education in Limpopo Province. This study aimed to explore and describe the experiences of the Life Orientation (LO) teachers teaching sexuality education in secondary schools in Vhembe and Mopani districts Limpopo Province, South Africa. A qualitative, exploratory-descriptive phenomenological design was employed. In-depth face-to-face interviews were conducted with 14 LO teachers from four (4) sets of public secondary schools in Vhembe and Mopani districts. Interviews were audio recorded. Field notes were used to capture nonverbal communication from participants. Data saturation was reached on the seventh (7th) face to face interviews. A Qualitative thematic analysis was employed to analyses data. The results revealed four themes: Participant experiences of sexuality education; Communication concerns; Role shifting in imparting sexuality education and challenges experienced by LO teachers in the classes room. Ethical considerations and trustworthiness was ensured. The study concluded that participants experiences of sexuality education; communication concerns; role shifting in imparting sexuality education operate as barriers to comprehensive sexuality education. Recommendations: teachers need to be equipped with knowledge and skills and to teach various sexuality topics, including providing human and material resources.