Perceptions of academic dishonesty and professional ethics among students and teachers: a mixed-methods study from Accra college of education and its environs

William Otu

Abstract


Academic dishonesty in teacher training institutions is a pressing issue that challenges the development of professional ethics and educational integrity. Understanding how students and teachers perceive academic misconduct is essential for creating effective intervention strategies. This study explored these perceptions among 340 participants (280 students and 60 teachers) at the Accra College of Education in Ghana (for the students) and for the teachers (within the College and its environs), utilising a convergent parallel mixed-methods approach. By combining surveys and interviews, significant differences were uncovered in how students and teachers view academic dishonesty. While students showed a higher tolerance for certain dishonest behaviours, teachers emphasised the importance of academic integrity in their professional lives. The findings highlighted key themes such as the normalisation of misconduct and gaps in ethical awareness. This study believes that implementing comprehensive academic integrity programmes can help bridge these gaps and connect academic honesty to professional teaching ethics.

https://doi.org/10.26803/ijhss.17.2.2


Keywords


academic dishonesty, professional ethics, teacher education, mixed methods, academic integrity

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References


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