<![CDATA[Integrating sex education into the elementary school curriculum remains a challenge for educators. Cultural, religious, and social backgrounds influence how educators integrate it into instruction. This study aims to describe teacher characteristics and analyse their perceptions of sex education across intellectual, emotional, moral, psychological, and social dimensions. The study used a quantitative descriptive-correlational design. The study involved 28 teachers selected via a census method from selected public schools. Teacher characteristics were examined in terms of gender, alma mater, religion, marital status, and experience attending sex education seminars. Data were collected using an expert-validated questionnaire and analysed using frequency, mean, and Pearson Product-Moment Correlation. The results indicate that most respondents were female, married, and graduates of Leyte Normal University. Teacher participation in sex education seminars was also limited. Overall, teachers demonstrated a generally positive perception of sex education. The study found significant relationships between gender, seminar participation, and perceptions of the intellectual, moral, and psychological dimensions. The study concludes that teachers' personal and professional characteristics are associated with their perceptions of sex education. Consequently, schools need to provide professional development through gender- and content-sensitive seminars and create an environment that supports the effective integration of sex education.]]>
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