Abstract:

Worldwide, there is increasing attention to providing sexuality education in the school system. This implies a crucial role of teachers for which they are not always prepared. Related research is scarce in tackling perspectives of teachers, no specialized in sexuality education, in relation to the implementation of this subject. The current study examines the association between Ecuadorean teacher cognitions towards comprehensive sexuality education (CSE), and how this interacts with their gender, previous training, years of experience, subject/discipline geographical location of the schools and their behavioral intentions to implement CSE. Multiple linear regression was conducted. Analysis of data collected from N=353 no sexuality education specialized teachers, showed that favorable attitudes towards CSE in schools and high self-efficacy beliefs to implement CSE were significantly associated with positive behavioral intentions to teach CSE. Implications for teacher professional development and further research are discussed.

Keywords:

Comprehensive sexuality education, in-service teachers, cognitions, Ecuador.