Perception of Teachers to Sexuality Education in Secondary Schools

It is generally agreed that education on sexuality is important for young people and should be included in the OUI curriculum (Goldman & Bradley, 200). According to Haffner (1992), the goal of sexual education is to empower all individuals to make healthy, informed decisions about their sexuality, regardless of their age, gender, socioeconomic background, or orientation. The general public has an erroneous impression that sexual activity is vital to our existence. We need sex not because it is a sex in and of itself but because it ensures the survival of the human race. Being human includes having sexual experiences and expressing those via one's beliefs, values, roles, rituals, practices, fantasies, and other mental constructs. With so much sexual content in the media, children and teens need supervision from teachers and parents to ensure they grow sexually and behave responsibly. The influence of Western civilization necessitates a school-based sex educational programme to augment parental and extended-family instruction in the finer points of family life. Sex education's primary objective is to improve students' sexual health by giving them a chance to form a positive, fact-based perspective about sexuality. This has a role in the progression of HIV/AIDS throughout time. When implemented, the high school sex education programme will help students learn more about how humans grow and reproduce. to teach young people to value and respect themselves, their families, and their communities, and to raise awareness of the negative effects of sexual activity of all kinds. Puberty, sexual health, and cleanliness are all crucial factors that may be addressed with this programme, and as a result, fewer teenagers would get pregnant. There will be an emphasis on the reproductive system, pregnancies, and methods of contraception. In this context, we'll be talking about ways to avoid substance use. using condoms. inclusivity, reproductive freedom, responsible sexuality, Teachers need to inform students about the risks of engaging in sexual activity too young or without protection, and then support them to make informed choices about their sexual behavior. as well as promoting interactions between men and women that are polite, safe, and healthy. With the rapid progress of science and technology in the contemporary world, knowledge about sex is magazine and the media, parents should immediately teach a correct motion of sex to their children. In order for a kid to successfully go through the various developmental phases, they will need to fulfil certain conditions. Learning concepts for sex education vary by age group and cultural context. That's why it's so important to provide youngsters with consistent sexuality education and therapy. Teaching children and students about healthy sexuality at a young age helps them form positive sexual identities while also helping their educators and carers feel more at ease with the topic. Parents' involvement in their children's sexual education is crucial. Daughters may learn from their fathers how to be trustworthy and respectful of others, and sons can learn what it means to be responsible members of their family and community. The ultimate beneficiaries are the youngsters who, as adults, will know how to interact with others.

LITERATURE REVIEW

Shah, P.S. (2014), More than half of the instructors in his survey said they felt it was very important for students to learn about sexual health in the classroom. Although students seldom brought up sexuality-related questions in class, instructors treated any such conversation as private. Most educators think that sexuality education should be integrated into existing health education curriculum rather than offered as a separate elective. The vast majority of educators have expressed a desire to participate in sexuality education training. According to the results of this survey of educators, most see the critical need of providing sexual health education to their pupils. According to Kumar, P. & Mittal, A.'s (2015) research on college students' attitudes towards sex education in relation to their home environments, female and male students from rural areas and students from urban areas all had positive attitudes towards sex education, while female students from urban areas had a very positive attitude. Students' attitudes towards sex education were more positive among females in rural regions than among males. Similarly, studies of urban students have shown that females are more receptive to sex education than their male counterparts. Students in the countryside were more pessimistic than their urban counterparts. The mean values suggest that female urban students had the most positive attitude towards sex education, whereas male rural students had the least positive attitude. The results also showed that there were substantial differences in how college students in urban and rural locations, among urban female and male students, and among rural and urban female students, felt about sex education. The results indicated that urban women college students had a more favourable outlook on sex education than their education. Ogbuinya, N.E., Agha, E.M., & Okechukwu, A.C. (2018) A survey of female teenage students' opinions on sexuality education was done in Ebonyi state, Nigeria. The study was conducted using a descriptive survey research approach. The study was driven by two research questions. We used ANOVA with a 0.5 significance threshold to evaluate two different null hypotheses. Female pupils in secondary schools in Ebonyi state were found to have a favorable outlook on sex education. Female students' socioeconomic status was shown to significantly affect their views on sexuality education, leading researchers to reject the initial null hypothesis. The second null hypothesis was likewise rejected on the basis that religious affiliation is highly predictive of how female students feel about sexuality education. The study concluded and recommended, among other things, that the government at all levels and non-governmental organizations (NGOs) implement an urgent and coherent sex education intervention in all state secondary schools to encourage the adoption of sexual health behaviours among in-school female adolescents.

The analysis and interpretation of data are the backbones of every research project. Students and educators were given an attitude scale regarding sex education, and their responses were sorted into groups according to the scale's established criteria. Table 1 displays the total number and percentage of teachers who responded to the survey on their views on sexual education.

Table 1 shows that among secondary school instructors, just 6.66 percent have a "very high" attitude towards sex education, while 55 percent have a "high" attitude and 38.33 percent have a "moderate" attitude. Figure 1 below is a graphical depiction of the proportion of teachers who responded positively to our survey about sex education.

Teachers were polled on their thoughts and feelings on important sexuality problems by asking them to agree or disagree with a series of propositions. The majority of teachers (20 out of 30) believe that teaching their kids about sexuality is important. Ninety-two percent of those polled expressed a willingness to teach sexuality education if it were mandated in their schools (Table 2).

Numerous replyers Sixteen people (64%) did not think condoms should be provided to students at their schools, whereas nine people (36% of the total) did. Seventy-two percent of those surveyed believed that contraception should be included in sexuality education, while 28 percent strongly opposed. Eighteen of the respondents (72%) thought that sexuality education did not increase promiscuity among students, while twenty-eight (28%) thought that it did. Figure 2 show that teachers most often mention cultural norms as an obstacle to sexuality education.

Sixty percent of respondents cited cultural factors as a barrier to sexuality education, followed by lack of training (24%), school policy (4%), and religion (4%).

Providing condoms to secondary school kids was the one subject where men were more favourable than girls in their perceptions and attitudes.

What instructors know about sexuality education is summarized in Table 3. Most educators have a basic understanding of important sexuality topics. The vast majority of respondents (92% vs. 8%) believed that sexuality education delays sexual debut among school-aged kids. Twenty-five out of twenty-five respondents also believed that sex education in schools raises HIV/AIDS awareness. Twenty-one respondents (96%) agreed that sex education increases condom usage and that sex education decreases adolescent pregnancies. Twenty-two respondents (88%) picked abstinence as effective prevention against STDs, whereas seventeen (68%) favored condoms. Abstaining from having children was the most popular form of birth

Sixteen respondents (64%) said they weren't given any instruction in sexuality education throughout their teacher preparation, while 36 percent said they were.

Most respondents said that the ages 10–14 were best for beginning sexuality education.

The estimated t-value of 2.45 is larger than the predicted value of 1.98 from the t-table (.05 threshold of significance), as seen in table 4. As a result, we may conclude that there is a substantial difference in the way that Pre-service teachers and In-service teachers feel about inclusive education and reject the null hypothesis. Pre-service teachers had a more positive and favourable attitude towards inclusive education than in-service teachers, as measured by the mean score, which was higher than that of in-service teachers.

The majority of respondents had a good understanding of important sexuality topics, however some had the wrong attitudes and had a negative impression of sexuality education. There was unanimous agreement that teaching young people about sexual health raises their awareness of HIV/AIDS. Sixty-four percent of respondents did not think condoms should be made accessible to students in schools, even though the vast majority (96 percent) believed that sexuality education encourages condom usage among teenagers in secondary school. In addition, Inyaniwura (2004) revealed that only 68% of Nigerians chose condoms as an effective preventative strategy against STIs. He found that in Sagamu State, Nigeria, most educators were against supplying condoms to students out of concern that it would lead to more sexual experimentation in the classroom. Many educators feel they should take the lead in providing sexuality education in the classroom. The ease with which sexuality education may be implemented in Gaborone's secondary schools is promising. Education has a significant role in shaping the minds and actions of the world's youth between the ages of five and thirteen (UNESCO). This implies that schools are an efficient, scalable

The vast majority of educators see teaching on sexuality in the secondary school setting favourably. However, there is disagreement on the matter of contraception; although most people agree that it should be covered in classrooms, many educators are against giving condoms to high school students. More people are open to sharing their knowledge on sexuality education with others. Policymakers may take advantage of the public's favourable reception of sexuality education by introducing it in secondary schools. Sexuality education in the classroom has the potential to significantly impact students' understanding, beliefs, and actions. The inclusion of sex education in formal schooling has broad support. These results indicate that we and the government should work to get libraries and sex education literature written in the local language into all schools, but particularly those in remote areas. The time has come for schools to teach about sexuality.

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Research Scholar, Kalinga University