School-based sexuality education makes teachers important gatekeepers of students’ access to information about sexual and reproductive health and rights. The school setting has the potential to reach large numbers of students. However, teachers’ professional identities may go beyond, differ from or even conflict with the qualities required of sexuality educators. To gain a better understanding of the role of professional identity in the delivery of school-based sexuality education, this study used cultural schema theory to study teachers’ professional identities, and how these motivate them to provide sexuality education. In-depth interviews were conducted with 40 sexuality education teachers at secondary schools in Kampala, the capital of Uganda. Sexuality education lessons were observed to validate the findings from the interviews. Results identified five cultural schemas of professional identity: (i) upholder of ethics and regulations; (ii) authority figure; (iii) counsellor and guide; (iv) role model; and (v) guardian. The study concludes that teachers’ cultural schemas of professional identity motivate them to adhere to moral discourses of abstinence and sexual innocence. To support teachers in taking more comprehensive approaches to sexuality education, it is important that they receive adequate teacher training and support from the Ugandan government, the school administration and the wider community.

中文翻译：

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乌干达学校性教育中教师的专业身份-定性研究

校本性教育使教师成为学生获取性健康和生殖健康及权利信息的重要守门人。学校环境有可能吸引大量学生。但是，教师的专业身份可能会超出性教育者所要求的素质范围，甚至与之相抵触甚至冲突。为了更好地理解专业身份在提供学校性教育中的作用，本研究使用文化图式理论研究教师的专业身份，以及这些动机如何激发他们提供性教育。在乌干达首都坎帕拉的中学对40名性教育老师进行了深入访谈。观察了性教育课程，以验证访谈的结果。结果确定了五个具有职业认同感的文化模式：（i）遵守道德和法规；（ii）权威人物；（iii）顾问和指导；（iv）榜样；（v）监护人。该研究得出的结论是，教师的职业身份文化图式促使他们坚持节欲和性纯真的道德话语。为了支持教师采取更全面的性教育方法，重要的是他们必须得到乌干达政府，学校行政部门和更广泛的社区的适当教师培训和支持。该研究得出的结论是，教师的职业身份文化图式促使他们坚持节欲和性纯真的道德话语。为了支持教师采取更全面的性教育方法，重要的是他们必须得到乌干达政府，学校行政部门和更广泛的社区的适当教师培训和支持。该研究得出的结论是，教师的职业身份文化图式促使他们坚持节欲和性纯真的道德话语。为了支持教师采取更全面的性教育方法，重要的是他们必须得到乌干达政府，学校行政部门和更广泛的社区的适当教师培训和支持。