MIDLANDS STATE UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE, TECHNOLOGY AND DESIGN
AN ASSESSMENT OF FORMAL WEAR AT THE WORKPLACE. A CASE OF
LALAPANSI SECONDARY SCHOOL IN THE MINDLANDS PROVINCE ZIMBABWE
BY
JAMBANA DELPHINE ELLEN
R182088T
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF SCIENCE,
TECHNOLOGY AND DESIGN EDUCATION IN PARTIAL FULFILMENT OF THE
REQUIREMENTS OF THE BACHELOR OF EDUCATION HONOURS DEGREE IN
FASHION AND TEXTILES
GWERU
ZIMBABWE
APRIL 2022
APPROVAL FORM
The undersigned certify that they have read and recommended to Midlands State University for
acceptance a research project entitled;
AN ASSESSMENT OF FORMAL WEAR AT THE WORKPLACE. A CASE OF LALAPANSI
SECONDARY SCHOOL IN THE MINDLANDS PROVINCE ZIMBABWE
A research project submitted to the department of Science, Technology and Design Education.
YEAR DEGREE GRANTED
2022
Supervisor........................................................... Date.....................................................
Chairperson......................................................... Date......................................................
RELEASE FORM
NAME OF AUTHOR;
Delphine Ellen Jambana
Permission is hereby granted to Midlands State University to produce single copies of this
research project and to lend and sell such copies for private, scholarly or educational research
purposes only.
The author reserves other publications rights but neither the research project nor extensive
extracts form it may be printed otherwise without the author`s written permission
Address
10721/20
Mkoba
Gweru
DECLARATION
I declare that this is my own work and use of materials from other sources has been properly and
fully acknowledged
ACKNOWLEDGEMENTS
I acknowledge the profound guidance of my supervisor; Mrs Alice Mukoko. Her guidance made
my study a success. I would like to thank my mother, my father, my little sister Thelma as well
as my cousin Audrey , who have always supported me for this long journey. I also thank my
friends, classmates, workmates and all who contributed to this research. It was great and
insightful working with you all.
ABSTRACT
The purpose of the study was to assess changes taking place in formal wear working places, in
particular to schools. To carry out the research , the researcher used descriptive survey design.
The population under study consisted of one school, 2 school heads, 15 teachers, 45 learners and
8 community members. The sample was made up of 1 school, 1 school head, 5 teachers, 5
learners and 4 community members. The researcher used simple random sampling and purposive
sampling. Simple random sampling was used in selecting the students using the hat system and
purposive sampling was used in selecting the community members. Data was collected through
questionnaires and interviews. Questionnaires were administered to learners while interviews
were done to the teachers and community members. Findings from the sample were presented in
form of tables, pie charts and graphs. The findings were discussed and linked with literature.
Findings of the study revealed that the major causes of changes in teacher`s dress at work are
teacher incapacitation, general fashion change/ evolution as well as the pandemic era. The study
also revealed that the changes in formal wear in working places have various impacts on learners
as well as the surrounding community at large. The researcher recommended that the
government and relevant authority should allocate more funding towards the salaries of the
teachers so that they can be able to buy proper formal ear for work. On the other hand the
researcher also recommended that the ministry should relax the wearing of formal wear by
teachers during this pandemic era so that they can manage to carry out the required precautions
by the pandemic.
CHAPTER 1
THE RESEARCH PROBLEM
1.0 Introduction
The background of the study, the problem statement, the research questions, the significance of
the study, delimitations, limitations of the study and finally the summary of the entire research
are all sections of this chapter. On all of the above points, the research is justified.
1.1 Background of the study
Clothing has long been used as a signifier to help people maintain, express and construct their
identities. In today`s business world, it is also a nonverbal communicator. Wearers dress
appropriately to manage and influence the perceptions of others. A person`s outlook may reflect
his or her respect for the company, colleagues and clients. Appropriate clothing and physical
appearance of a person saves as an indicator of an individual`s personality, can present the right
image, generate positive psychological benefits and improve one`s self perception of their
personal attributes in the workplace. Formal wear is clothing worn to formal occasions.
The researcher has noticed a shift in formal wear in the workplace, particularly in schools, over
the last few years. Teachers no longer dress formally but rather formal casual to casual when
they are going for duty. According to Fenner (18988), you cannot dress the same way as a
professional student, a professional volunteer, or a professional mother. The significant changes
in both male and female fashions have occurred during my lifetime, all of which have been in the
direction of less formality. Before war, businessmen who wore top hats and frock coats in the
previous century began to wear bowlers or even soft hats. Starched collars have had to give way
to the ground of soft collars, which were previously always fastened with a collar pin. Evening
dress, denoting tails or swallow tails, is still common at private and public functions of a more
formal nature. Long before war, the elegant wore white spats around the ankle and white slips
inserted into the waistcoat`s V-shaped opening. It was not long before they started wearing
rainbow waistcoats.
According to The Ministry of Education , Sport , Arts and Culture dress code policy (2002),
During wintertime, for male teachers, collar and tie must be worn. There is no problem with
teachers wearing tailored safari suits with slacks, or dress suits or sports jackets and slacks as an
alternative. Tailored safari suits with slacks may be worn without a collar and tie during the
summer months. Suits with collars and ties will be worn on formal occasions to which staff are
invited as representatives of their ministries.
The policy goes on to opine that because of the complexities of women's fashions, strict rules are
impossible to establish, but women public servants are expected to dress to a high standard. In
general, women must dress appropriately at all times, avoiding any attire that might offend the
communities they serve. This type of disapproval could be expressed in response to slacks, dress
with a tight fit or slits. Teachers are now deviating from this type of dressing that is required by
the ministry and this has caught the researcher`s attention to want to assess formal wear at the
workplace.
1.2 STATEMENT OF THE PROBLEM
Despite the fact that there is an instrument guiding teachers on how they should dress when on
duty at school it has been observed that some teachers are deviating from this dress code
especially when it comes to formal wear. These deviations are a result of several factors which
have negative impacts on the employer, the employee as well as the community.
1.3 RESEARCH QUESTIONS
1. How has formal wear changed in working places?
2. What are the driving forces towards changes in formal wear in schools?
3. What are the impacts of changes in formal wear in working places?
4. How can the challenges brought by the changes in formal wear be resolved
1.4 SIGNIFICANCE OF THE STUDY
a. to other researchers
The findings of this study will add to the literature that is already available. Other researchers
can use the research as reference and will identify some gaps in this study that they can use to
carry out further researches on the changes in formal wear in working places.
b) To the researcher:
The research will enhance the author with experience, research skills and a deeper
understanding of the topic under study. The research will generate theory from which more
relevant result-oriented pedagogies will shoot from.
c) To the Ministry of Primary and Secondary Education.
This study seeks to address the challenges brought about by changes in dress patterns against the
Ministry expectations It is hoped that recommendations from this research will assist the
employer in reviewing the dress code for the benefit of both teachers and the employer.
d) to the teachers
This study`s findings will help the teacher to know how their workplace attire is important to the
school organisation. the research will also help the teacher to know how the community
perceives their type of dress when going for duty.
1.5 DELIMITATIONS
The research is delimited to teachers, learners as well as the surrounding community
of a secondary school in the Midlands province.

Both males and females are involved in the study.
 The research focus on the assessment of changes in formal wear in working places and in
this case its main focus is on changes in teachers formal wear when they are on duty.

1.6 Limitations of the study
 Some respondents , particularly learners, were reluctant to disclose certain required
information.
 Due to covid 19 regulations and constraints, the researcher had limited amount of time to
complete all planned activities.
 The research required constant internet access, which was be difficult for the researcher
to obtain.
 Due to extreme power outages, the researcher was impacted by the nation`s load
shedding problem.
 Because the sample size was too small, the research cannot be generalized to the entire
county.
 Budget, human and material resources, and the researcher`s lack of expertise are some of
the constraints that the researcher faced in her investigation.
1.7 Summary
The first chapter if this research study basically highlighted the background to the study where
important issues to the study such as the issue background of formal wear, statement of the
problem, the research questions, significance to the study, delimitations, limitations and also
defined terms used in the study were stated. The following chapter will go over related literature.
CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This chapter examines the literature on the changes in formal wear. The results of published and
unpublished research, as well as expert perspectives and opinions, will be debated. The order of
research questions must be followed in order to determine how the researchers from around te
world viewed the problem. The researcher`s intention is to acknowledge what other scholars and
researchers discovered about changes in formal wear in workplaces, particularly educational
institutions. the preliminary review of literature also aimed to examine the benefits brought about
by changes in formal wear in working places, as well as the drawbacks and suggested solutions
to the constraints. The following is how this chapter is organized. Section 2.1 discusses how
formal wear in the workplace has changed over the years, section 2.2 discusses the driving forces
behind changes in formal wear in the workplace and 2.3 discusses discusses the negative and
positive effects of changes in formal wear in the workplace. Section 2.4 and 2.5 provide a
summary of the chapter.
2.1 History of formal dress codes in the working places.
Dress code policies are one visual manifestation of an organizational culture and as a result
workplace attire is an important factor in establishimg the desired organizational culture of the
company (Maysonave 2001). According to Woods and Benitez (2003), the degree of formality of
a dress code sets the tone for the type of environment the company wishes to create. If the
organization values teamwork and unity, reducing status differences by standardizing the dress
code for all employees will reinforce these organizational values. For example, all the teachers in
a school wear formal attire to demonstrate team-oriented culture.
Workplace attire in the 1990s was primarily formal, consisting of suits for both men and women.
According to Lee (2005), there should be clear distinctions between work and after work attire in
the office and casual attire at home. During the previous recession, when people were laying off
a lot, business casual first entered the market in the early 90s. people who were left behind had
more work, fewr benefits, and fewer people to do the work, according to Vangen (2002). Soon
after the start f the recession, ntroduction of internet business caused business dress codes to
become even more dress down. Tshirt, jean, polo shirtd, and khskhis were all part of the casual
clothing. In the mid-late 1990s, business casual attire had become the norm, at least on certain
days, for many major coporations such as IBM and American Express, according to Chaney and
Lyden (1999).the current trend is to dress for success, but current styles allow for different olours
and have more tailored, morden appearance. “Natural fibers, multiple buttons, and bolder ties
and shirts are new trends as Ameica returns to work,” says Feingold(2001)
In the last twenty years, there have been significant changes in dress codes, and there are
numerous combinations of dress code policies among organizations. The style of dress code, on
the other hand can be can be placed on a continuum ranging from casual to formal and classified
into one of 3 categories; casual, business casual and formal. Clothing most likely evolved from
adornment to improve appearance. Dress appears to have been used by Neanderthal man to
adorn his body, a practice that is still practiced by simpler cultures today (Storm 1987).
Tattooing, piercing, or scarring are examples of permanent adornment, whereas makeup, jewelry,
and clothing are some examples of temporary adornment. Teachers have lengthy been
stereotyped as the woman wearing glasses and a non-form-fitted skirt and blouse or dress that
encased everything except her head and arms, with her lengthy hair tied back into a bun.
Stereotypes are established by biases that influence our behavior by giving us expectations based
on simplistic and selective perception (Storm 1987). Female teachers have recently become one
of the steriotypes ;the bland uniformer , the teacher babe and the apple jumper (Artkinson 2008).
The dressing of each of the three types distinguishes them. “ applejumper” is a form of clothing
accessorized by teachers that mimics long bibsand promotes their carreers as teachers by
displaying teaching-related items.this form of teacher frequently appears to be wearing
seasonalclothing and is regarded as extraordionary or out of the normal. And, despite their
appearance, this eacher is not defined as intelligent. A teacher babe is one who dresse in form
fitting clothing, such as snugly skirts hemmed jut above the knee and a top that accentuates her
feminine figure. Thids sort of teacher is defined as attractive, but still uneducated and immoral.
The third teacher stereotype, is the bland uniformer, who wears clothing which is almost none
descriptive and masks ones` female sexuality ( Artkinson 2008). The said teacher`s clothing is
defined as gender neutral, as it does not draw attention to themselves in a positive or negative
way. Teachers in this stereotype are thought to be intelligent and dress in business casual attire,
similar to their male colleages at school.
2.2 Teacher attire and the classroom environment
A classroom is a setting in which bothe teachers` and students` non-verbal behaviours
havesignificant implications for learning (Reynolds 2014). Regardless of the difficulties of
teaching. A teacher`s prime objective must be to improve student`s academic performance.
During teenage year, students go through a period in their lives when their identity and
confidence are tested (Sanjiyan-Barg 2009). Assuming that some interruptions will occur as
students struggle with their identity, a teacher who is not dressed professionally may cause
additional distractions for students who are already struggling to find their way. As according to
Gunderson (2000), student distractions and resolute behavior can derail effective classroom
instruction. Aside from parents the students teacher is effectively in the driver`s seat on terms of
his or her personal growth and both social and academic performance (Uluga et a 2011). Once
teachers save as role models for their students, including by dressing professionally, an important
message is sent to students (Uluga et al (2011). As previously stated, one of the primary role of
the teacher is to transmit knowledge to the students, and their ability to meet this role is
dependent on students` perceptions of teachers as trustworthy information sources, Raviv et al
(2003). As a result , when teachers dress professionally, pupils can see hw adult experts dress
and act, while also visualizing the teacher as revered authority figure.
2.3 How has formal wear changed over the past several years
Body modification norms, such as tattoos and body piercings have shifted dramatically in the last
15 years. The stereotypical woman covered in revealing clothing has given way to a very
casually dressed individual. Teaching was one of the first professions to transition from formal to
more casual attire, (Workman and Freeburg 2010). Professional attire for teachers include slacks,
polo style shirts, and tennis shoes. Nowadays a teacher rarely wears a tie to school. Teachers in
some progressive schools are permitted to have visible tattoos and to dye their hair any colour.
Teachers who are expected to adhere to stricter dress codes may believe theeir freedom to dress
as they please is being violated (Freeburg et al 2011); (Graham 2016). Deborah (2010) claims
that the very nature of fashion is that it is constantly changing. Fashion has evolved significantly
over the years, from office wear to casual wear. There is a significant difference between what
teachers wore to work in the twentieth century and what they wear today. Offices were very
formal in the twentieth century; women wore traditional gowns and men wore full suit. Below
are some images and notes that explain how formal wear in the work place has evolved over
time.
Office in 1898. Image courtesy of Print Collector/Getty images
In 1900s According to the BBC, "women and girls never wore trousers, and women kept their
legs hidden with long dresses or skirts." "Men and boys frequently wore coats, jackets, and ties
even in summer heat."
As the 1920s approached, ladies' hairstyles became shorter. Their dress became more
boyish.
Female stenographers at the IRS circa 1920. Bettmann/Contributor/Getty
Women began wearing men's collars, and men's suits had become slightly less formal.
Actors Nell Craig and Ernest Maupain in an office setting. Bettmann/Contributor/Getty
"Colorful suits and patterned socks accented the wardrobe of the casually dressed," according to
the University of Vermont.
The look became even more relaxed in the 1930s, but suits managed to remain the norm.
Kirn Vintage Stock/Corbis via Getty Images
Throughout the decade, women's work attire started to integrate more feminine elements,
suchasbowsandbracelets.
An office Christmas party circa 1930. Kirn Vintage Stock/Corbis via Getty Images
Women began to favor squared shoulders and more daring patterns as the 1940s
progressed.
Model Carol Lorell working as typist in an office. The LIFE Picture Collection/Getty Images
In the 1940s, a double-breasted suit was essential, as was the popular bowler hat.
Columnist Westbrook Pegler in the 1940s. John Phillips/The LIFE Picture Collection/Getty
Images
Many workplace women wore pearls with simple, sleek cardigans in the 1950s.
1950s fashion. AP Photo
Suits for men became single breasted again.
Office in Chicago, 1958. Kirn Vintage Stock/Corbis via Getty Images
The 1960s were known for their colorful, minimalist aesthetic, which was reflected in
women's fashion.
Office water cooler advertisement, 1960s. Found Image Holdings/Corbis via Getty Images
For men, most of them prefered slender black ties and paired them with black suits.
A medical conference in 1965. Smith Collection/Gado/Getty Images
In the early 1980s, the pantsuit fad shook the female workforce, and bolder colors started
to appear.
Women wearing pantsuits, 1970. Bettmann/Contributor/Getty Images
Men's shawl collar were broadened, and ties were enlarged as well.
A salesman in 1975. Lambert/Getty Images
In the 1980s, women's pantsuits evolved into menswear-inspired ensembles. Large blazers
and broad shoulders were in.
Melanie Griffith and Harrison Ford in "Working Girl" (1988). Sunset Boulevard/Corbis via
Getty Images
Men now rocked more relaxed and broad suits.
Richard Gere in "American Gigolo" (1980). Paramount Pictures
By the time the 1990s arrived, blazers were still in style, and chunky, bold jewelry was all
the rage.
Model Kristen McMenamy in Vogue, 1991. Arthur Elgort/Conde Nast via Getty Images
Men, too, became more "business casual" in the 1990s, favoring turtlenecks and khakis.
Man dressed in "business casual." Pascal Rondeau / Getty Images
The return of simplicity in the 2000s saw men and women wearing blazers and muted
colors.
Secretary of State Colin Powell and National Security Adviser Condoleezza Rice in
2020. Brooks Kraft/CORBIS/Corbis via Getty Images.
Bold colors are back in style these days. You can also choose to dress up for work
Amal Clooney. Robert Kamau/GC Images
Facebook founder and CEO Mark Zuckerberg. Justin Sullivan/Getty Images
Many companies have relaxed their dress codes in recent years, allowing both men and women
to be comfortable.
2.3 The driving forces towards the changes in formal wear in working places
Fashion, according to Sodhia (2015), is a perception of what is presently appropriate. Fashion is
a type of hideousness that is so unbearable that it must be changed every six month. This same
author further said that fashion is what causes us to throw away a good or service that is still
valuable but it is no longer in style. It is what causes us to wear more clothes than we should and
often less than we should. Deborah (2010), contends that the very nature of fashion is that it is
constantly changing. From the above interpretations, fashion is innovative, so these changes in
fashion include formal attire, these days, formal wear has undergone a significant transformation.
Teachers are no longer forced to dress formally but instead just casually.
Other driving forces of the changes informal wear by teachers in schools in schools are;
The environment of the school
The learning environment, thus according to Okoro (2011), is indeed a miniaturized community
in which teachers and students interact, discuss things and traditions, and impact each other`s
behavior patterns and potential for peaceful coexistence. Schools operate in some kind of a
variety of environments, and attributes such as the characteristics of the students aand the status
of deprivation in the community has an effect on teachers` effectiveness. Other variables
outside of teachers` direct control, like the physical layout of educational facilities and the
nutrient content of the school food, have been recognized as having an effect on the educator
behavior management
The pandemic era
Liam Davis recently published an article about dress on the Coronavirus era, which he claims has
reawakened a long-running discussion about how rigorous teachers`way of dressing should be.
This may not appear to be a big deal for a lot of things, but that’s just the latest development in
an ongoing narrative that frequently causes a huge amount of anguish for staff in much more
forms than one. Furthermore, the strategy is heavily influenced by present government
recommendations, which encourage more frequent washing of apparel to decrease the
transmission of the virus. Countless teachers have raised concern about the frustration of
washing a suit day after day, making the argument that enabling flexibility for such a period is
prudent and safe while some have argued that employees really shouldn’t be wearing casual
attire because it reflects a drop I professionalism at a time when school systems need to restore
regularity for students.
Teacher incapacitation
Alonge (1999) believes that unless the government makes an immediate attempt to improve
educators` wages and reimbursements, institutions will just go on work stoppage and employees
will seek greener pastures. The nation`s economy is one source of difficulty for teachers. The
latter`s decline must be halted. The task of creating a favorable and behavioral teaching and
alearning environment cannot be significantly improved unless the economy gets better and
grows significantly. As a result, every action should be taken to drastically boost the economy
such that teachers can afford formal attire.
2.4 Summary
Chapter two was a chapter where related literature was presented and discussed. It is evident that
a lot of concerns have been raised by scholars over the issue of changes in formal wear in
working places. These include how formal wear has changed in working places, its driving
forces as well as the effects of these changes.
CHAPTER 3
METHODOLOGY
3.0 Introduction
The researcher will showcase the study`s research methodology components in this chapter.its
research design, population, sampling procedure, inclusion guidline, and data gathering
procedures are all covered in this chapter.
3.1 Research design
Methodology can be defined as how a researcher collects relevant data upon what he or she
professes can be known. This strategy for conducting thorough research that begins with the
basic assumptions and progresses to data gathering (Myers 2009). Both Kuhn and Olsen(1977)
as well as Lodwick and Dunlop (1992) define research like some type of form or sequence
agreed at by a community of researchers in order to conduct a research. This process contains
beliefs , principles, suppositions, the layout and basic ideas , and it aids in directing how a
research will be carried out. This is a collection of meaningful concepts used to investigate issues
and solve them. Huysamen (1994) asserts that research design is described as the arrangement by
which data is to be collected in order to investigate the exploratory theory or issue in the most
co-effective manner.
According to Devaus (2006), research design is a pioneering strategy that specifies the methods
for collecting information and investigation.
This investigation is explorative. According to De Franzo (2014), explanatory or descriptive
design allows the researcher to evaluate the findings of this research. This research is conducted
using qualitative research and semi- structured interview sessions.
3.2 Population
In accordance to Peterson (2004), target population is the entire group of people or things
wherein the researcher wants to collect data. Punch (2003) holds the same viewpoint when he
defines the target population as the totality of all components from which researcher wants to
obtain data during the survey. The population in this study comprises of a schools which is
located in lalapansi and the surrounding community members. The school consists of 2 school
heads , 30 teachers and 300 learners
3.3 Sample and sampling technique
As according to Chery (2017), a sample is a portion of a demography which is used to represent
the entire population overall. The researchers collected data from a sector of the population in
order to represent the entire population. The study sample comprises of one school which is
Lalapansi Secondary school. The sample population includes 1 school head, 15 teachers, 150
learners, and 20 community members.
TABLE 3.3.1 SAMPLE SIZE TABLE
Participants
Total population
Sample size
schools
1
1
School heads
2
1
Teachers
30
15
Learners
300
150
community members
20
The researcher used simple, random sampling as well as purposive sampling to obtain
information. According to Chiromo (2009), simple random sampling is is one in which every
individual in the population has an equal probability of being chosen. The learners were chosen
using random sampling by the researcher. The researcher employed the hat system, in which
pieces of paper labeled A or B were placed in a hat. If the student chose A, he or she would be
chosen to participate; if the student chose B, the student is not chosen. The research scientist
used the random sampling technique because it prevents bias in selecting participants because
each participant has an equal chance of selection.
Second, the researcher selected the school and community members using purposive sampling. It
is also referred to as judgmental sampling. It eliminates the possibility of utterly pointless items
entering a sample. Purposeful sampling is less expensive and takes less time, so the researcher
used it to select community members.
3.4 Research instruments
According to Kothari (2004), research instruments are tools for use by researcher to gather and
include focus group discussions, questionnaires, observations, and interviews. The researcher
gathered information from a large population through interviews and questionnaires.
3.4.1 Interviews
According to Foster (2017), an interview is a qualitative research method that consists of a
conversation between two or more people during which the interviewer asks questions to elicit
statements from the person being interviewed. According to Reddy (2011), a researcher preferred
to use interviews because they leave little room for confusion or misinterpretation of the
questions asked. The researcher sought interviews with teachers to learn why there has been a
change in their formal attire worn to work. The researcher's goal in conducting interviews is to
elicit more detailed responses from participants while asking the questions. The interviews were
used to unpack the feelings, thoughts and views of the school teachers. However, according to
Reddy (2011), the main downside of interviews is the management of the candidates' private
information. The researcher was responsible for ensuring that the candidates' private information
was kept secure and not misappropriated in any way. Teachers and community members were
interviewed.
3.4.2 Questionnaires
A questionnaire, as according Abawi (2013), is a data collection instrument that contains a series
of questions and other prompts designed to elicit information from respondents. According to
Debois (2006), a questionnaire is a research instrument that always involves asking a given
subject to respond to a set of oral or written questions.
Questionnaires will be used because they can be distributed to a large number of people and
completed at their leisure. The questionnaire will be prepared and evaluated by the supervisor,
and any necessary changes will be made. The final questionnaires will be distributed to those
learners who will be eligible to complete them.
3.5 Data collection procedures
The researcher will use an introductory letter from the Midlands State University, department of
Science, Technology and Design Education, to inform the school authority, which is the school
head, of her intentions to conduct interviews with the school's teachers and students. If she is
given the go-ahead, she will explain her plans.
The researcher will identify members who will be interviewed in order to conduct the interviews.
Participants will be given time to prepare for the interviews. A reminder will be sent closer to the
interview dates. During the interview sessions, the researcher will record the interviewee's
responses using her phone`s voice recorder.
The researcher will distribute the questionnaires to the various individuals under study. The
researcher will select participants and approach them, inviting them to take part in the survey.
Hard copies of the questionnaires will be given to participants to complete. The researcher will
make arrangements with the respondents for data collection. Questionnaires will be entered into
Microsoft Excel once they have been completed.
3.5.1 Ethical considerations
To ensure that research ethics were followed, the following steps were taken. The interviewees
were to be informed of the interview dates and times ahead of time so that they could prepare.
The researcher will not use any names and will keep the information provided by the respondents
private. The information was intended solely for research purposes and was not to be used for
any other purpose. The nature and purpose of the study were explained to the participants. They
were given time to consider their options before submitting their completed consent forms.
Additionally, the right to seek clarification during the research process.
3.6 Data analysis plan
Hughes defines data analysis as the process of bringing order to a large amount of collected
information (2001). Following data collection from school administrators, teachers, students, and
community members, the gathered data was organized into tables and entered into Excel. The
results were analyzed using Excel's data analysis tool. The findings were interpreted in order to
form and draw conclusions. The qualitative information gathered will be typed into a Word
document. In order to create code, the researcher will color code the document with highlighters.
Following the coding process, similar codes will be grouped together to form themes. The
study's findings will be presented as the generated themes. The data will be analyzed
thematically so that their inherent contextual character is not distorted. Thematic data analysis is
one of the most common types of qualitative research analysis, according to Latimer (2003). It
focuses on identifying, examining, and recording patterns in data. The themes will also be
checked to see if they answer the study's research questions.
3.7 Summary
This section described the study's methodology, which the researcher used to conduct the
research. The introduction, research design, participant population and sample, instrumentation,
participant selection, data collection, and data analysis plan were all components. The findings of
this study are summarized in Chapter 4, which follows.
CHAPTER 4
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF
FINDINGS
4.0 INTRODUCTION
This chapter presents, analyses and discusses findings of the research. It presents findings from
both quantitative and qualitative data under the following headings Section 4.1 gives the
presentation and analysis of the research findings, Section 4.2 discusses the findings and Section
4.3 summarizes the whole chapter.
4.1 Presentation and analysis of findings
4.1.1 qualitative data analysis
These are the results of a study of 186 people. Table 4.1 shows the demographic information of
the respondents.
4.1.2 Demographic data of the learners under study
age category
12-14
15-17
18-20
Frequency
67
48
35
4.1.3 Demographic data of teachers and school heads
Age category
23-28
29-34
35-40
41-46
47-52
frequency
2
6
4
1
2
4.1.4 Demographic data of the community members
Age category
18-25
26-32
33-40
41-48
Frequency
5
5
5
5
The demographic data presented above shows the number of respondents who participated in the
survey by age category. It is clear that the age group 12 to 14 had the greatest number of
participants. According to the demographic data for teachers and principals, the age group 29 to
34 had the highest frequency of respondents, while the age group 41 to 46 had only one
respondent, which was the lowest. Finally, the demographic data of community members reveals
that there was an equal number of participants per each categoryof community members who
participated in the case study. Each age group had a frequency of 5.
4.1.5 Gender distribution of respondents
Gender
Frequency
Percentage
Male
88
58.7%
Female
62
41.3%
According to the gender distribution table above, 62 (41.3 percent) of respondents were females,
while 88(58.7 percent) were males.
4.2 Driving forces towards changes in formal wear in schools
FASHION CHANGE
THE PANDEMIC ERA
THE SCHOOL ENVIRONMENT
TEACHER INCAPACITATION
OTHER
4.2.1 Pie chart showing the driving forces towards changes in formal wear by teachers in
schools
According to the pie chart above, the majority of respondents indicated that their low level of
income due to low salaries is the major driving force behind changes in their formal wear in
workplaces. Teachers claim that they used to dress professionally because they could afford
formal wear because they earned enough money. They claim that it is no longer the same
because they now have a low income that is insufficient to spend on formal wear, so they prefer
to buy cheap less formal clothing that is affordable to them based on their salary.
A positive culture does, in fact, begin at the top. It is modeled and trickles down from the top. It
is critical for school districts or administrators to develop a strategy for more professional attire
for us.
Another teacher responded that the school environment contributes to the driving forces behind
changes in teachers' formal attire. She went on to say that teachers should dress appropriately for
the profession and the demands of the job. In the professional world, we should dress how we
want to be perceived by others, but as a science teacher, she wears a lab coat almost all of the
time and no one notices what she will be wearing underneath. She went on to say that this has
caused her to abandon the custom of wearing formal clothing to work because she will be
wearing a lab coat all day and it will have no impact or effect on anyone. As a result, the school
environment is a driving force behind changes in formal wear in workplaces.
Another respondent teacher went on to say that while some of our operations require us to dress
casually, many people try to take advantage of this, and there have been times when we have had
28 days' worth of exercises that enabled us to wear jeans. It appeared that the entire culture of the
school had shifted. And when things start to shift, it's not uncommon for it to get back.
One of the respondents suggested that none of the listed factors drove his change in formal wear
in school but rather the comfortability of casual clothes. He related this to the issue of climate
change and global warming where temperatures are unbearably high at times and it would not be
comfortable for a teacher to put on a necktie and suit jacket in such hot weather.
4.2.3 frequency bar graph showing the driving forces towards change in formal wear by
teachers in school
45
40
35
30
25
20
percentage
15
frequency
10
5
0
general
changes in
fashion
covid 19
pandemic
school
environment
teacher
incapacitation
other
According to the frequency bar graph above, the majority of the teachers under study believe that
teacher incapacity is the primary cause of changes in formal wear in workplaces. 41.2 percent, or
7 of the respondents, agreed that it is the primary motivator. This is due to the fact that teachers
are now opting to buy the necessities for survival rather than the fact that they must be
professionally dressed for work. They went on to say that the bottom line is that they cannot
afford to buy proper formal clothing with the little money they receive from the government.
According to 23.5 percent of respondents, the general change and evolution of fashion trends
contribute to changes in formal wear in workplaces. 17.6 percent of respondents claimed that the
covid 19 pandemic, which began in December 2019, had a significant impact on their formal
attire. They claimed that the pandemic forced them to change their work attire from casual to
formal.
11.8 percent of respondents agreed that the school environment is also a driving force in changes
in their formal wear in working places, and 5.2 percent of those surveyed added that changes in
his formal wear are influenced by comfortability and climatic conditions rather than any of the
above factors.
4.3 Effects of changes in formal wear in working places
to;
4.3.1 The teachers
Teachers stated in interviews that coming to work less formally dressed reduces their selfconfidence because they feel they are not professionally dressed for their job title. According to
Slepian et al. (2015), the much more formally people dress for any ceremony, the more likely
they ought to have higher - level thinking skills. As a result, formal attire elevates the teacher's
status and authority, directing their thinking in the same direction as the entire school
organization. This belief in improved appearance leads to a better mood in the teacher, which
leads to more effective teaching and learning. The teachers interviewed also stated that, despite
the above negative effects of changes in teachers' formal wear in the workplace, in this time and
era of the covid 19 pandemic, the changes in formal wear resulting in teachers dressing less
formal for work has been of great benefit. To avoid the spread of the covid 19 virus, the
pandemic requires regular washing of clothes after work each and every day, which would be
extremely difficult for a teacher who wears suits to work every day and these suits require dry
cleaning. It would be an expensive and time-consuming endeavor for the teacher to be able to
launder their formal jackets every day after work.
Another interviewee, a teacher, stated that it is difficult to be considered seriously if you are
clothed like a buffoon or work in a profession with a poor image. It just seems like if a teacher
likes to dress up more, the students respect him or her more.
4.3.2 The learners
Face-to-face interviews yielded results indicating that teachers' attire has a wide range of effects
on students. One of the students stated that in order to have the best relationship with their
students, teachers should think about how their clothing affects them. According to Goodland
(1990), students imitate the practices of teachers they admire. Students frequently learn through
observation. Thus, teachers play a critical role in determining what students learn, where they
learn it, when they learn it, and how they learn it (Goodland 1990). One of the teachers who
responded in this manner stated that he believes students are easily manipulated; he did add that
if educators present themselves to the students in a dignified way, which includes how we
socialize with them and our understanding, then we can all become positive influences. As a
result, learners are declaring their desire to be teachers at a younger age, just as they did many
years ago.
According to the school's principal, a teacher's choice of clothing helps students understand that
perhaps the teacher takes her job very seriously. She goes on to mention that she wants to lead by
example for her students. Honor is shown to her if they see her as a mentor for them. As a result,
changes in formal attire by teachers have a significant negative impact on students.
However, another of the interviewed teachers stated that her clothing does not impact her pupils'
learning, but it can. She went on to explain that by setting the bar for her students, creating a safe
surrounding for them, and appreciating them, she does have the greatest impact on their
academic behavior in school because conduct and learning are inextricably linked. This generally
implies that changes in formal wera made by the teacher have no effect on the learner and should
have no effect on the learner. Another teacher agreed, saying that she believes her attire has a
good effects on my students' conduct because if I went to class dressed up, students might just
feel unengaged or, when a disruption occurred in my class, they would really not feel very
confident that I would be capable and willing to manage it. In her opinion, a teacher's outfit does
not end up making one more or less of a professional, based on her classroom experience. It also
has no direct effect on what people perceive or how they behave, so shifts in teacher formal wear
have no effect on the learner.
4.3.3 The surrounding community
The strong belief that teachers' attire has an impact on their professionalism was a common
theme that emerged from the responses of eight of the community participants who were
interviewed. According to Gill (2005), the more interaction one has with clients, the more
professional the attire one should wear to work. An educator's clients are thus his or her students,
their parents, colleagues and administrators, and members of the community at large.
Participants agreed that as a teacher, one should dress professionally in order to be perceived as a
professional by the community. As a result, the changes in formal wear that are causing teachers
to dress less formal reduces teacher dignity and respect in the community. Another interviewed
member of the community believed that teachers should appear to be separate from students so
that individuals can tell the difference between the teachers and the students, and that with the
current changes in formal wear in working places, teachers are frequently misidentified as
learners by school visitors. The interviewee gave an example of how some of the teachers at
Lalapansi Secondary School, particularly the younger teachers, came to school dressed casually,
and several people mistook her for one of the students. The interviewee believes that teaching
staff, regardless of wether young or old, should be held in high regard, and even that attire,
particularly for young teachers, makes a significant difference.
4.4 Ways of addressing challenges brought by changes in formal wear by teachers in
schools
The following suggestions were made by interviewees regarding ways to address challenges
brought by changes in formal wear in working places;
 Increase teacher salary so that they can afford to buy proper formal wear for work.
 The covid 19 pandemic is there and everyone must adhere to the precautive measures to
curb the spread of the virus thus requires teachers to wear easy to launder clothes to work
so that they will be able to wash the regularly after work.
 Organizing seminars for teachers to educate them on the implications of their dress to the
learner as well as the community.
 Government and the community at large to accept that fashion changes and factors such
as climate change bring about the changes in fashion as one would be looking for
comfortability in whatever they wear.
4.5 Discussion of findings
The literature that was reviewed in relation to formal wear at the workplace indicated that there
has been a significant change in the way teachers dress nowadays compared to how they are
supposed to dress according to certain laws that they are supposed to follow. The requirements of
the dress code policy are that the teacher as a professional person should always dress elegant,
decent and presentable. The teachers should always be strictly formal. However teachers are
deviating from wearing formal clothing and are now wearing formal casual to complete casual
when they are going for duty.
This study also yielded that there is quite a number of driving forces torwads the changes of
formal wear that are taking place in workplace. Some of which have been identified by other
researchers and more. The findings of this study are in agreement with the related literature that
schools operate in some kind of a variety of environments, and attributes such as the
characteristics of the students and the status of deprivation in the community has an effect on
teachers` effectiveness. Some Interviewees strongly agreed to this idea. According to the study`s
findings, a number of teachers have raised concern about the frustration of washing a suit day
after day, making the argument that enabling flexibility for such a period is prudent and safe.
However some have argued that employees really shouldn’t be wearing casual attire because it
reflects a drop in professionalism at a time when school systems need to restore regularity for
students. The major cause of change in formal wear in the workplace as according to the study`s
findings is teacher incapacitation. The nation`s economy is one source of difficulty for teachers.
Teachers at Lalapansi secondary school opine that the task of creating a favorable and behavioral
teaching and learning environment cannot be significantly improved unless the economy gets
better and grows significantly. In addition , some of the interviewed teachers suggested that they
find comfort in wearing casual clothing to work. They argued that the changes that are occurring
in climatic conditions are the ones that are driving them in deviating from wearing proper formal
wear when reporting for duty. Extreme heat waves have become the new normal and one cannot
be wearing a suit throughout the day in the heat which makes the teacher to end up wearing more
comfortable, breathable and absorbent clothing like golf tshirts to work.
The changes in formal wear have effects on teachers, learners as well as the community at large.
Some teachers stated that it is difficult to be considered seriously if you are clothed like a
buffoon or work in a profession with a poor image. It just seems like if a teacher likes to dress up
more, the students respect him or her more. Results of the findings show that teachers dressing
has an impact on the learner as the learner is easily manipulated by teacher`s appearance.
Teachers act as role models to the learner therefore if they don’t dress professionally so will the
learners. The study`s findings also show that the changes in formal wear by teachers when going
for duty have negative effects but on the other hand they are good to the teacher, foor example
when we put into consideration the issue of covid 19, it is not ideal for one to be wearing suit and
tie everyday of the week.
4.6 Summary
This chapter explained findings from the researcher's questionnaires, interviews, and
observations of the various stakeholders of Lalapansi secondary school in the Midlands province
of Zimbabwe. Tables, pie charts, and bar graphs were used to show the findings.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This chapter presents research summary, conclusions and recommendations to the study. In this
chapter the researcher intends to reveal conclusive remarks in results of the problem under study
and make recommendations with reference to the findings on analysis of changes in formal wear
in working places.
5.1 Summary of the study
The study was to assess formal wear at the workplace by teachers at Lalapansi Secondary
School.
The main objectives of the study was to identify the changes in formal wear in working places,
the driving forces towards these changes as well as their effects. Reviewed literature showed that
there are quite a number of factors that contribute to teachers deviating from formal wear. These
include the general evolution of fashion, the covid 19 pandemic era, the school environment in
which the teachers are operating, teacher incapacitation as well as the changes in climatic
conditions. Other scholars also indicated teacher`s dress has an impact on the learner. Once
teachers save as role models for their students, including by dressing professionally, an important
message is sent to students (Uluga et al (2011).
The researcher preferred a case study because the researcher was looking at data that was
generated in real time, case studies provide facts to study. It is a method for researchers to
convert their opinions into data that can be verified as fact because a favorable or unfavorable
development path has been established. Singling out a particular incident also does provide indepth information about the development path, giving it additional credibility to an outside
observer.
This study was a case of Lalapansi Secondary School, with a population of 300 learners,
community members, 2 school heads and 30 teachers. . The researcher used the hat system to
select learners using simple random sampling and purposive sampling to select community
members and teachers. The sample for the study was 1 school head, 15 teachers, 150 learners
and 20 community members. Data was gathered through interviews and questionnaires. The
students were given questionnaires. The researcher interviewed school principals, teachers, and
members of the community. The obtained findings were presented in pie charts, tables, and bar
graphs. . The study's findings revealed that there are a number of driving forces behind changes
in formal wear in the workplace. Changes in formal wear have a variety of positive and negative
effects on the entire population under study, and a number of suggestions have been made on
how to deal with the issue of changes in formal wear in workplaces.
The first chapter if this research study basically highlighted the background to the study where
important issues to the study such as the issue background of formal wear, statement of the
problem, the research questions, significance to the study, delimitations, limitations and also
defined terms used in the study were stated.
Chapter two was a chapter where related literature was presented and discussed. It is evident that
a lot of concerns have been raised by scholars over the issue of changes in formal wear in
working places. These include how formal wear has changed in working places, its driving
forces as well as the effects of these changes.
This third chapter described the study's methodology, which the researcher used to conduct the
research study. The research design, participant population and sample, instrumentation,
participant selection, data collection, and data analysis plan were all components of the third
chapter.
Finally the fourth chapter explained findings from the researcher's questionnaires, interviews,
and observations of the various stakeholders of Lalapansi secondary school in the Midlands
province of Zimbabwe. Tables, pie charts, and bar graphs were used to show the findings. The
findings showed hat not only the school is affected ny teachers` dress but also the surrounding
communities of the school.
5.2 Conclusions
The research conclusions were derived from the research questions listed below.
5.2.1 How has formal wear changed in working places?
Findings from the study revealed that formal wear has changed a lot in working places. It has
actually shifted from being formal to more casual. Very few teachers are still going to work
dressed in suit and tie. Stretchy fabric outfits are now worn by teachers as they are cheap to get
compared to non stretchy firm formal fabrics. Some teachers nowadays are seen wearing open
shoes to work such as sandals and slopes and they nolonger wear the formal shoe.
5.2.2 What are the driving forces towards the changes in formal wear in working places?
There is quite a number of driving forces towards changes in formal wear and these include; the
general fashion change, teacher incapacitation, the school environment, the pandemic era as well
as changes in climatic temperatures.
According to findings of this study, teachers claim that they used to dress professionally because
they could afford formal wear because they earned enough money. They claim that it is no
longer the same because they now have a low income that is insufficient to spend on formal
wear, so they prefer to buy cheap less formal clothing that is affordable to them based on their
salary.
This study also yielded that respondents suggested that comfortability of casual clothes made
them to deviate from formal wear. They related this to the issue of climate change and global
warming where temperatures are unbearably high at times and it would not be comfortable for a
teacher to put on a necktie and suit jacket in such hot weather.
However one cannot say that these are the only driving forces a s the results are limited to only
one school, therefore it is possible that there are many other driving forces that can be obtained
by further research.
5.2.3 What are the effects of changes in formal wear in working places?
The changes in formal wear in working places have both positive and negative effects to the
wearer as well as the perceiver. Some of the negative effects are that when teachers are dressed
less formal there are high chances of learner distractions and this reduces concentration in class.
These changes have also reduced professionalism in schools. Loss of respect for teachers by
learners is now evident in schools because no one would respect someone dressed like a clown.
However changes in formal wear also have positive effects to the teacher and these include
comfortability when going to work and it is now easy to deal with the covid 19 issue as laundry
is now less laborious.
5.3 Recommendations
The study found that the teacher incapacitation was the main cause for changes in formal wear in
working places, followed by general fashion change, covid 19 pandemic, school environment
and lastly comfortability of non formal clothing. The researcher recommended that ;

The government should make an immediate attempt to try and increase teacher salaries
and reimbursements so that the teachers can be able to by themselves proper formal
clothing.

The relevant authorities such as education officers should arrange seminars to educate
teachers on the importance of professional dress code in the work place.

The government should allow teachers dress formal casual due to the changes in climate
which now require one to wear something breathable and more comfortable especially in
hot temperatures. For example the issue of wearing closed shoes all the time to work.

Covid 19 pandemic is there and it requires one to wash clothes everyday therefore the
government should allow teacher to wear even smart casual dressing to work because suit
are difficult to launder every day.
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