"The Effect of Proper School Uniform Wearing on Self-

Discipline Among Grade 12 Students at Tukuran

Technical Vocational High School"

INTRODUCTION

Dress code policies are regulatory policies, or mandates composed and adopted
by a university administration, that limit the discretion of students, or otherwise
compel them to follow certain types of behaviour. The university primarily has the
prerogative to regulate the appropriate or inappropriate actions through a policy,
guideline, memorandum, etc. Adhering to these policies is seen as good behaviour.
Dress code policy adherence plays a major role in identification and application of an
educational institution’s core values that will guide and encourage its students.
However, there are institutions that do not implement a dress code policy. Their
students are responsible for their own clothing and self-expression (Renales, 2016;
Ramirez, 2017).

Indeed, every university are distinct and cultural factors could be involved as it
regulates student behaviour inside the campus (Kaveh et al., 2015).

Many educators agree that pupils who wear school uniforms improve
presentational abilities, which in turn promote discipline in the classroom.
Additionally, uniforms can boost attendance rates and keep pupils from banding
together and engaging in other disruptive behaviour (Stephanie, 2016). Every school
leader aspires to achieve full inclusivity in their institutions, and some educational
experts believe that instituting a school uniform is one of the simplest methods to do
this. Students who dress in school uniforms feel more personally identified and
included, which promotes safety both inside and outside of the classroom (Stephanie
2016).

In Tukuran Technical Vocational High School, improper uniform wearing has

been observed as an issue with senior students at this public trade school. By
examining the correlation between adhering to a standardized dress code and students'
self-discipline levels, this study aims to shed light on the potential positive influence
of school uniforms in promoting a sense of discipline and responsibility among
students. Understanding this relationship is crucial for educators and administrators in
creating a conducive learning environment that not only focuses on academic
excellence but also fosters personal growth and character development
GENERAL PROBLEM

Poor or Improper wearing of school uniforms among Grade 12 students at

Tukuran Technical Vocational High School, and its potential effect on student self-
discipline.

STATEMENT OF THE PROBLEM

The purpose of this research study seeks to understand the potential correlation
between two variables—proper school uniform wearing and self-discipline—without
implementing any interventions or experimental manipulations.

SOP1: What is the level of perceptions about proper school attire among the G12
students of TTVHS.

SOP2: What are the known school policies of not wearing proper uniform among the
G12 students of TTVHS students.

SOP3: What are the standard practices for TTVHS students in the chosen strands for
wearing the school uniform?

SOP4: Is there a significant relationship between the level of perceptions of the known
school policies in wearing proper uniform among Grade 12 students of TTVHS.

REVIEW RELATED LITERATURE

I. Dress Code

The university administration has established and authorized standards for the
dress code, which limit student choice. In accordance with these rules, students must
also follow certain behaviours. The institution has the power to specify which
behaviours are acceptable or unacceptable through a policy and guideline. It is
considered appropriate behaviour to adhere to these principles. Respect for dress code
regulations is crucial in establishing and putting into practice the fundamental values
of a school that will guide and motivate its students. (Renales, 2016; Ramirez, 2017).

The university's administration might think about evaluating and enforcing a

dress code guideline that corresponds to the contemporary standard in order to
improve students' self-discipline (Momeni & Asghari, 2018). They might encourage
the students to take part in the formulation of policy. The students' prior experiences
may serve as a guide for what they suggest (Villanueva, 2017).

Villanueva (2017) examined the perceived gaps in the transmission of these rules
and regulations from the perspective of the policy individuals, including students,
parents, and authority figures (teachers and administrators). When it comes to the
phenomenon of uniform policies, students become confused because "policies in
transmission may seemingly be misunderstood or get filtered," claims Villanueva, who
summarized the participants' responses when asked about the origin or history of the
dress code policy as simply "following or continuing what had already been
established or what is being practiced."

II. Self- Discipline

According to Mihm and Ozbek (2016), self-discipline is the effort an

individual makes to control their own moods, which reduces internal conflicts
between temptations and standards of society.

Wu (2016) claims that university students who want to comprehend and master
a variety of operational regulations and standard cultural norms embed these
principles into their own inner motivations and thoughts so that their behaviour is in
line with the standards of society. Students' ability to develop their own self-discipline
is impacted by restrictions. The social, related to one another, and educational
pressures that exist are what lead to these limitations. when a result, when self-
discipline grew, students became more aware of the influence of outside
circumstances that could aid it in progress. Self-control can be improved in order to
improve college students' self-management.

CONCEPTUAL FRAMEWORK

INPUT PROCESS INPUT

 School uniform
policy Levels of self-discipline
 Students
among Grade 12
enforcement required to students, measured by:
(strictness of wear proper
enforcement, school uniforms
consequences  Adherence to
daily.
for violations).  Implementation school rules
 Student of  Punctuality
characteristics consequences  Displaying
(gender, age, for uniform respectful
socioeconomic violations. behaviour
status).
REFERENCES

Elisabetta Gentile a, Scott A. Imberman. (2012, January). Dressed for success? The
effect of school uniforms on student achievement and behavior. Urban Economis, 71,
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fbclid=IwAR1T3_w2SVVMervKLIMpagUbwzkFT7ZSwFNcQy74FfuSh1k7lbTUdiwo0A4

IvyPanda. (2023, September 7). School Uniform: Correlation between Wearing

Uniforms and Academic https://ivypanda.com/essays/school-uniform/

Arya Ansari a b, Michael Shepard a, Michael A. Gottfried c. (2022, October 1). School
uniforms and student behavior: is there a link? Early Childhood Research Quarterly,
58, 278–286.

https://www.sciencedirect.com/science/article/abs/pii/S0885200621001162?
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Dress Code Policy Adherence and SelfDiscipline of University Students. (2021,

December 4). 1Lyndonn Stephen D. Santos & 2Portia R. Marasigan.
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 METHODOLOGY

In order to comprehensively investigate the effect of proper school uniform wearing

on self-discipline among grade 12 students at Tukuran Technical Vocational High
School, a well-structured and rigorous methodology has been employed.

This section outlines the researcher method, research design, respondents or

participants of the study, sampling procedures, research instrument and data gathering
procedure employed in this study, all of which are pivotal to the pursuit of a nuanced
understanding of the research questions posed.

I. RESEARCH DESIGN

Correlational study design was used by the researchers. When examining the
relationships between variables without changing them, correlational designs are
appropriate.

In this case, no interventions or experimental manipulations are used in the

study in an effort to better understand any potential association that may exist between
two variables: wearing good school uniforms and practicing discipline. By measuring
the strength and direction of the relationship between these variables, a correlational
approach can be used to determine whether a relationship exists and what kind of
relationship it is. Therefore, the goal of this approach is to comprehend the natural
connection that exists between self-discipline and uniform adherence among Tukuran
Technical Vocational High School students in Grade 12.

II. RESEARCH SAMPLING PLAN

Regarding the research study, Tukuran Technical Vocational High School

grade 12 students' self-discipline was examined in relation to the effect of wearing
good school uniforms. To achieve this goal, the researchers used simple random
sampling. According to Fleetwood (2023), this sampling technique is a basic means of
gathering data, and the more samples used, the higher the quality of the data. The data
produced by this technique is highly useful. In order to examine their responses to the
questions given for this study, which are customized to the researcher's viewpoints
and in-depth examinations, we are directed here by an organized sampling technique.
III. RESEARCH LOCALE

This research study will be conducted in Tukuran Technical Vocational High

School specifically in Campus 4, The School, Tukuran Technical Vocational High
School, is addressed at San Carlos, Zamboanga Del Sur.

IV. RESEARCH INSTRUMENTS

The study will use a structured questionnaire to investigate the impact of

wearing proper school uniforms on self-discipline among Grade 12 students at
Tukuran Technical Vocational High School.

The questionnaire will consist of several sections, including demographic

information such as age, gender, and previous experience with school uniforms.
Perceptions of self-discipline and school uniforms relate to how wearing a proper
uniform influences their self-discipline; participants can rate their agreement on a
Likert scale (e.g., strongly agree, agree, neutral, disagree, strongly disagree). Behavior
and adherence to the uniform policy, and open-ended questions for participants to
express their thoughts and experiences.

The questionnaire will include a combination of closed-ended and Likert-scale

questions to gather quantitative data. Additionally, the researcher may consider
observing and recording students' behavior and adherence to the uniform policy to
further validate the collected data.

V. DATA GATHERING PROCEDURES

In this study, the researchers employed quantitative data collection methods to

facilitate data comparison and analysis. To gauge opinions, attitudes, and behaviors,
we will design a survey instrument that incorporates both closed-ended and Likert-
scale questions. Participants will select the response option that best aligns with their
stance on each statement or question.

The researchers will provide a formal request letter asking for official
permission that will allow them to conduct the study attached with the sample
questionnaires that will be approved given to the Principal of Tukuran Technical
Vocational High School. The researchers use structured questionnaire to investigate
the impact of wearing proper school uniforms on self-discipline among Grade 12
students at Tukuran Technical Vocational High School. The questionnaire will include
a combination of closed-ended and Likert-scale questions to gather quantitative data.
Afterward, the formulated and modified adapted questionnaires will be verified and
validated by the researcher's Practical Research instructor, Mrs. Mariecris V. Gurrea.
Any necessary corrections will be revised in the guidance of her suggestions.

The next stage will be the preparation of a consent letter to conduct the study to be
approved by the respondent's adviser. The dissemination of information to each
respondent is done in association with this stage in order to take part in the
researcher's study. This is the most effective way to ensure that each respondent has
the freedom to accept or reject the request for participation.

For the final stage, the researchers will distribute the survey questionnaires to the
respondents during only their free time and ICL (Independent Cooperative Learning)
so that there will be no disruption of classes. The respondents will be given enough
time to answer the questionnaire as well as the chance to clarify any queries and
concerns about the questionnaire. Once the respondents have finished responding to
the surveys, the researchers will tabulate, interpret, and analyze the data that is being
gathered.

VI. DATA ANALYSIS