Safe Boundaries in Teaching the Sex-Related Topics in Biology Textbooks as Perceived by Biology Teachers in the Northern Region of Jordan

Abstract

This research aims at identifying the safe boundaries for teaching sex-related topics in basic and secondary stage biology textbooks as perceived by biology teachers in the northern region of Jordan.  It further aims at determining the potential effects of gender and years of experience on the teachers' estimation of these safe boundaries. A 45-item questionnaire, checked for reliability and validity, was distributed to a sample of (239) male and female teachers from the public and private schools of the northern region of Jordan. A quantitative approach was used, and the findings revealed that, of the (45) methods surveyed, (39) achieved high safe boundaries whereas six achieved moderate safe boundaries in teaching sex-related topics to students. The teachers estimated an overall mean of safe boundaries at 2.58, which is high per the standards set for the study. The findings further revealed no significantly statistical differences (α = 0.05) in teachers' estimates of safe boundaries which can be attributed to either gender or teaching experience or the interaction between the two. In light of the findings, a number of recommendations, pertaining to raising teachers' awareness of and training on the issues of safe boundaries, were put forth.