Influence of “No School Uniform Policy” on Students’ Self-Confidence in Academic Participation

Abstract

This mixed-methods study aimed to determine the level of students' perception of the "No School Uniform Policy" and its relationship with their self-confidence in key skills, including collaboration, communication, creativity, innovation, self-direction, critical thinking, and the use of technology. Conducted at Matanao National High School, Barayong National High School, and Marber National High School, the study employed a survey questionnaire adapted from existing research, administered randomly to respondents, and supplemented with qualitative interviews. The quantitative results revealed a statistically significant but weak positive relationship between students' perception of the policy and their self-confidence across all key skills examined. The qualitative data yielded four emergent themes: self-expression, confidence in clothing style, confidence in an academic setting, and the feeling of independence. These themes support the quantitative findings, suggesting that while the effect is not strong, the "No School Uniform policy" contributes positively to students' self-confidence. The study concludes that the policy can be a viable strategy for fostering student growth in both academic and personal development domains through increased comfort, expression, and interaction.