• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.1-13
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• 2010

This study was planned to provide basic information to help teachers guide lookism-prone students in their home and school life, and to guide them in the unit relating to clothing in school curriculums. To carry out this experiment questionnaires were administered to 481 students in their first and second year in middle and high schools in Gwangju city. The questionnaires are composed of 3 themes; 'general matters', 'attitudes about and recognition of appearance management' and 'school adaptation'. The collected data was analyzed with Component analysis(Varimax rotation) and Cronbach's ${\alpha}$, T-test, one-way ANOVA, Duncan-test, Pearson's correlation analysis and multiple regression analysis using the SPSS WIN 14.0(Kr). The results of this study were as follows; 1. The more they managed their behavior relating to appearance and cleanliness, the better they felt their friendships. 2. The less they concentrated management relating to appearance, the better they felt about their relationships with their teachers. 3. The less they concentrated management relating to appearance but the more they managed cleanliness the easier they adjusted to school rules. 4. The less they pursued a trendy appearance but the more they managed cleanliness, the better they studied.

• Journal of Korean Home Economics Education Association
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• v.7 no.2
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• pp.1-18
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• 1995

The purpose of this study was to investigate the teachers’attitudes toward the middle and high school student uniform. The questionnaire included independent variables about teacher themselves and school surroundings, and questions about teachers’attitudes toward school uniform. The participants were 316 middle and high school teachers in Chonbuk province. Means, standard deviations, frequencies, and percentages were calculated. ANOVA test was used for differences and scheffe-test was followed. The results were: 1. Teachers were content with “Students in uniform are upright and look more studentlkie.”“It’s easy to supervise students outdoors.”, and “There’s few efficiencies in coping with the temperature alternating.”, “Students in uniform hardly can reveal their originality.”and “It’s inconvenient for the students to be dynamic in uniform.” 2. Teachers in high schools and in private schools showed more positive attitudes toward uniform. And the male teachers, teachers graduated from general college, married teachers, and teachers who have a career of more than 20 years showed more positive attitudes toward uniform. More variables concerned about teacher themselves showed more significant differences than those about school surroundings. 3. Most of teachers showed positive attitudes toward uniform. The rank order of the reasons for the teacher’s positive attitudes were “Students in uniform are upright and look more studentlike.”, “It’s easy to supervise students outdoors.”, and “There’s no noticible distinction between the rich and the poor students.”The rank order of the reason for the teachers’negative at titudes were “Student in uniform could hardly reveal their originality.”, “It’s inconvenient for the student to be dynamic in uniform.”, and ”As they have to get the street clothes besides, economic burden becomes double in reality.”4. More than half of the teachers who are working at schools with uniform showed positive attitudes toward uniform. The rank order of reasons for the teachers’positive attitudes were “Students in uniform are upright and look more studentlike.”,“It’s easy to supervise students outdoors.”and “Economic burden could be decreased.”“The rank order of the reasons for the negative attitudes were “It’s inconvenient for the student to be dynamic in uniform.”, “Students in uniform could hardly reveal their originality.”, and “Students cannot feel free in mind with uniform.”5. Teachers overall showed positive attitudes toward uniform whether they work ar schools with uniform or without it.