No clocking out: institutional surveillance of women's attire among Thai female teachers beyond school hours

Purpose This study explores how ambiguous cultural norms, Kalatesa (situational propriety) and the ideal of the teacher as the Mae Pim Khong Chat (a nation's role model) are invoked by senior authorities to assess the off-duty attire of female educators. Design/methodology/approach Using a qualitative design anchored in constructivist grounded theory (CGT), data were collected through semi-structured interviews integrated with photo-elicitation techniques featuring 18 school directors. Data were subsequently analysed using Charmaz's CGT coding procedures. Findings The findings indicate that revealing off-duty dress is construed by administrators as a moral breach, positioning female teachers within frameworks of gendered surveillance that potentially influence their formal appraisals and career trajectories. Research limitations/implications This study is constrained by several limitations. The focus on senior supervisors with formal evaluative authority intentionally narrowed the scope of perspectives, excluding teachers, peers and broader societal viewpoints. Therefore, the findings primarily reflect institutional interpretations rather than a comprehensive social consensus. Practical implications The findings highlight the urgent need for structural policy reform within educational institutions. To mitigate arbitrary and gendered surveillance, administrative bodies should establish explicit, objective guidelines that strictly delineate professional responsibilities from personal off-duty appearance. Originality/value This study shows that in Thailand, cultural norms enable informal surveillance of female teachers, with off-duty attire often judged as a reflection of professional morality, blurring the boundary between private life and professional responsibility.