The purpose of this study is to examine the factors that impact the attire that elementary teachers choose to wear to work. This study was conducted in an upper elementary school (grades three through five) in a large K-12 public school district in Camden County, New Jersey. The participants were 44 elementary, special education, and special area teachers whose teaching experience varied. Participants completed surveys in which they used a Likert-type attitude scale to assign ratings to various possible factors. Data from the surveys was recorded in percentages and organized into groups according to years of experience. Interviews were also conducted to obtain more information about teachers' points of view. A significant finding of the study was that teachers say they dress because of the hands-on nature of the job, to make a positive impression on parents/guardians, to set a positive example for students, and because of the effect their dress has on student behavior. Implications for future research include examining the previously mentioned factors individually to determine the impact that each has on the attitudes, behavior, and/or learning of students.
","abstract_html":"<p>The purpose of this study is to examine the factors that impact the attire that elementary teachers choose to wear to work. This study was conducted in an upper elementary school (grades three through five) in a large K-12 public school district in Camden County, New Jersey. The participants were 44 elementary, special education, and special area teachers whose teaching experience varied. Participants completed surveys in which they used a Likert-type attitude scale to assign ratings to various possible factors. Data from the surveys was recorded in percentages and organized into groups according to years of experience. Interviews were also conducted to obtain more information about teachers' points of view. A significant finding of the study was that teachers say they dress because of the hands-on nature of the job, to make a positive impression on parents/guardians, to set a positive example for students, and because of the effect their dress has on student behavior. Implications for future research include examining the previously mentioned factors individually to determine the impact that each has on the attitudes, behavior, and/or learning of students.</p>","abstract_has_math":false,"creators":["Camburn, Jill K."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-06-30T07:00:00Z","date_published":"2004-06-30T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Elementary school teachers--Clothing","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1121","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie"]},{"key":"dc:creator","label":"Author","values":["Camburn, Jill K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary school teachers--Clothing","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1121"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to examine the factors that impact the attire that elementary teachers choose to wear to work. This study was conducted in an upper elementary school (grades three through five) in a large K-12 public school district in Camden County, New Jersey. The participants were 44 elementary, special education, and special area teachers whose teaching experience varied. Participants completed surveys in which they used a Likert-type attitude scale to assign ratings to various possible factors. Data from the surveys was recorded in percentages and organized into groups according to years of experience. Interviews were also conducted to obtain more information about teachers' points of view. A significant finding of the study was that teachers say they dress because of the hands-on nature of the job, to make a positive impression on parents/guardians, to set a positive example for students, and because of the effect their dress has on student behavior. Implications for future research include examining the previously mentioned factors individually to determine the impact that each has on the attitudes, behavior, and/or learning of students.
"]},{"key":"dc:title","label":"Title","values":["Examining factors that influence elementary teachers' dress habits"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie"],"dc:creator":["Camburn, Jill K."],"dc:date.available":["2016-04-20T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to examine the factors that impact the attire that elementary teachers choose to wear to work. This study was conducted in an upper elementary school (grades three through five) in a large K-12 public school district in Camden County, New Jersey. The participants were 44 elementary, special education, and special area teachers whose teaching experience varied. Participants completed surveys in which they used a Likert-type attitude scale to assign ratings to various possible factors. Data from the surveys was recorded in percentages and organized into groups according to years of experience. Interviews were also conducted to obtain more information about teachers' points of view. A significant finding of the study was that teachers say they dress because of the hands-on nature of the job, to make a positive impression on parents/guardians, to set a positive example for students, and because of the effect their dress has on student behavior. Implications for future research include examining the previously mentioned factors individually to determine the impact that each has on the attitudes, behavior, and/or learning of students.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1121"],"dc:subject":["Elementary school teachers--Clothing","Elementary Education and Teaching"],"dc:title":["Examining factors that influence elementary teachers' dress habits"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:58Z"}