A STUDY OF TEACHERS' INVOLVEMENT IN THE SEXUAL EDUCATION PROCESS

Abstract

Davit Katamadze
 Email:datoqatamadze@gmail.com
 Doctor of Social Sciences (Psychology), BSU, Teacher of the Department of Psychology 
 Batumi, Georgia
 https://orcid.org/0009-0008-8815-1167
  
 Shorena Meskhidze 
 Email:shorena.meskhidze@bsu.edu.ge  
 PhD candidate in psychology, BSU Assistant 
 Batumi, Georgia
 https://orcid.org/0000-0001-9801-5347
  
 Nino Rusieshvili 
 Email:niniarusieshvili@gmail.com 
 Teacher, Master of Clinical Psychology, BSU, special teacher of psychology clinic 
 Batumi, Georgia
 https://orcid.org/0009-0002-6370-5553
 Abstract. Sexuality education is a combination of high-quality teaching methods that not only covers the medical aspects of sexuality, but also focuses on human sexuality, personal relationships, developmental psychological features, anatomy, sexually transmitted diseases, intercourse, sexual orientation, gender identity, contraception, and sexual If around reproductive rights and responsibilities. The purpose of sexual education is to equip young people with the necessary information and values so that they can develop the ability to have safe and perfect sexual relations, which takes into account the pleasure factors as well as the formation of a sense of responsibility for their own sexual and reproductive health and well-being.
 Best practice in sexual health education focuses on the importance of the role of teachers and ensuring they are well prepared. One of the most critical factors affecting the effectiveness of sexuality education programs is the comfort and skill of the teacher. Teachers should be well prepared to introduce students to the basic principles of sexuality education, freely and without any hindrance factors.
 The purpose of our research was to study how much the teachers working in the general education space are informed about the sexual education program, as well as how they see their own role in the preparation and implementation of the sexual education program. Our goal was also, if necessary, to hold an informational meeting for them and introduce them to the sexual education program. According to our hypothesis, teachers see the need to implement a sex education program, although they are not ready to talk about sex education issues.
 The results of the study confirmed our assumption. In particular, it was revealed that teachers do not consider themselves competent to talk about issues related to sexuality education. However, 48% of teachers would like to talk about these issues. Most teachers place responsibility on parents.
 It is worth noting the fact that most of the teachers express their desire to be retrained on issues of sexual education.