Uniform Debate Among Student- Teachers in The Colleges of Education in Ghana: A Case of Bagabaga and Tamale Colleges of Education in The Northern Region of Ghana

Abstract

The study aimed at examining the factors that affect student-teachers wearing of school uniforms in the Colleges of Education with focus on selected Colleges of Education in the Northern Region of Ghana. The study employed a case study design. The study’s population was level 100, 200, 300 student- teachers of Bagabaga College of Education and Tamale College of Education with an estimated student population of about 3,800. Out of the population, random sampling technique was used to sample 200 student- teachers from the two colleges. Questionnaire was used as the main instrument to collect data on the research question and supported by observation. The findings from the study showed that student- teachers agreed to some of the factors that influence the disinterest in wearing school uniforms among colleges of education students, inter alia, uniforms promote tagging and labelling, uniforms promote misidentification and impersonation, uniforms do not improve performance, uniforms may emphasize the existence of inequalities, uniform wearing is uncomfortable, Uniform is unstylish, Uniform do not respect culture, Uniform promotes conformity. Furthermore, student teachers agreed to the fact that uniform promotes standard, unity, make student- teachers from all social and economic background the same and also do away with bulling and gang activities in the colleges of education. Based on the findings, it was recommended that there should be orientation for student- teachers to educate them on the uniform policy at the colleges of education each academic year and to let the student- teachers know that school uniform is not meant to belittle them as tertiary students. College management should be flexible in the implementation of the uniform policies at the colleges of education. If a uniform policy is implemented, the effectiveness of such policy should be evaluated.