Date of Award

Summer 6-20-2019

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Briana Parsons, Ed.D.

Second Advisor

Simyka Carlton, Ed.D.

Third Advisor

Leslie Loughmiller, Ph.D.

Abstract

This qualitative single case study sought to examine middle school teachers’ perceptions about how their attire impacts student behavior and academic performance. The study took place in a school district located in Texas, with the target population being middle school teachers at a Title I school. Twelve certified teachers with varying degrees of experience and expertise within a particular content area contributed to this study. After using a semistructured interview process as well as teacher observations, data were coded and analyzed with the aim of allowing general themes to emerge. The results of this study align with the conceptual framework of Bandura’s social learning theory, which speculates that people learn from one another, through observation, imitation, and modeling. In addition, the results point to issues that administrators and school board members should consider in order to ensure a higher rate of success among teachers in the classroom. This study may also be used as a resource to assist new teachers coming into the profession; it provides them with tools for making appropriate decisions when it comes to their attire. For that matter, the study provides recommendations about what constitutes “appropriate” professional attire in the first place. In summary, this qualitative case study revealed that most teachers believe their attire can affect students’ academic performance as well as their behavior.

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