Abstract:
This study investigated the causes, consequences, and ethical implications of teachers’ involvement in examination malpractice in Senior High Schools in the Ellembele District. The purpose was to understand the underlying drivers of malpractice and its impact on students’ academic development while suggesting practical solutions to curb the practice. A quantitative approach with a descriptive design was employed, using questionnaires to collect primary data. The sample consisted of 340 students selected through multistage sampling, 192 teachers chosen through a census method, and 4 administrators, making a total of 536 respondents. The findings revealed that both students and teachers acknowledged institutional pressures, poor working conditions, and weak enforcement mechanisms as key factors influencing malpractice, although their perspectives on external and personal motivations differed slightly. Both groups agreed that teacher involvement in malpractice undermines students’ motivation, confidence, and problem-solving abilities, ultimately weakening academic integrity and long-term educational outcomes. While students favoured punitive sanctions and teachers leaned towards professional supervision and support, there was consensus on the need for accountability, improved motivation, training, and stricter enforcement of regulations. The study recommends that stakeholders reduce institutional pressures by improving teacher welfare, strengthening enforcement mechanisms, and establishing transparent accountability structures to safeguard the integrity of educational assessments.
Description:
A Project Report in the Department of Educational Foundations,
School of Education and Life-Long Learning, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
OCTOBER, 2025
