Abstract:

This study explores the perceptions of male religious teachers towards gender diversity, with a particular focus on the challenges they face when teaching transgender students. Employing a phenomenological qualitative approach, semi-structured interviews were conducted with 15 male religious teachers working in single-gender religious schools within a state-religious education system. These interviews, conducted anonymously via phone to ensure candid responses, provide profound insights into the complexities of navigating gender diversity within a religious educational framework.

The findings reveal significant identity conflicts among these educators, underscoring the tension between their religious beliefs and the professional necessity to accommodate gender-diverse students. The conflicts manifest both personally and institutionally, as teachers grapple with balancing their professional responsibilities and their adherence to religious values. This struggle often results in emotional and ethical dilemmas, highlighting the need for a nuanced understanding of the influence of religiosity on teachers’ identity conflicts and attitudes.

The study identifies two primary themes: the conflict between religious and professional identities, and the methods employed by teachers to manage these conflicts. Teachers often resort to consulting religious authorities to resolve these dilemmas, reflecting a reliance on religious rulings to navigate complex situations. This approach, while providing immediate solutions, underscores a broader need for systemic changes to support teachers in integrating professional responsibilities with their religious convictions.

The research emphasizes the importance of targeted interventions designed to foster inclusive and supportive environments for transgender students. These interventions should aim to enhance teachers' understanding and acceptance of gender diversity, thereby improving their ability to provide a safe and supportive educational environment. Training programs tailored to address the specific needs of religious educators are essential, focusing on both professional development and the accommodation of religious values.

This study contributes to a deeper understanding of the dynamics within religious educational systems and offers valuable insights into improving support systems and teacher training programs. By highlighting the unique challenges faced by religious educators, the research provides a foundation for developing comprehensive strategies to address gender diversity in education. These strategies should include policy reforms, the creation of inclusive curricula, and the establishment of support networks for teachers and students alike. The implications extend to policy formulation and the development of tailored intervention programs for religiously diverse educational settings worldwide.

In conclusion, this study underscores the critical need for a holistic approach to addressing gender diversity in religious educational settings. By understanding and addressing the identity conflicts experienced by religious male teachers, educational systems can develop more effective strategies to support gender-diverse students. This approach not only benefits transgender students but also contributes to the overall goal of creating more inclusive and equitable educational environments in religious and conservative contexts worldwide.

Keywords:

Transgender students, religious education, identity conflict, teacher perceptions.