Appearance Management Behavior Among Teacher Education Interns

Appearance management involves the deliberate efforts individuals make to regulate and present their physical appearance, often shaped by cultural, institutional, and professional expectations. For pre-service teachers, cultivating a professional image is vital as they transition into classroom roles. This study explores the factors influencing appearance management behavior among teacher education interns at Davao del Norte State College (DNSC), focusing on the roles of institutional policies, workplace culture, and individual attitudes. Specifically, the research aims to determine the demographic profile of the interns, assess their level of appearance management behavior, and identify significant differences based on gender and program major. Additionally, the study intends to propose an action plan to promote professional appearance standards. Utilizing a quantitative research design, data were collected through a structured survey from 140 fourth-year teacher education students. The instrument collected demographic data and responses on appearance management behavior. Frequency, median, and Analysis of Variance (ANOVA) were employed to analyze the data. Findings revealed that teacher-interns exhibited high levels of appearance management behavior, reflecting strong self-perception, cultural sensitivity, and authenticity. Statistical analysis showed no significant differences in behavior based on gender or program/major. In response to these findings, the study recommends implementing a comprehensive action plan comprising discussion forums, professional appearance workshops, and a standardized dress code handbook. These interventions aim to foster culturally sensitive, inclusive, and professional environments for future educators.