Teachers' perception of academic dishonesty in gymnasiums and vocational schools

Abstract

Cilj ovog istraživanja bio je ispitati neke aspekte nastavničke percepcije akademskog nepoštenja i stavova prema varanju u srednjoj školi. U istraživanju je sudjelovalo 215 nastavnika iz 12 srednjih škola u Zagrebu i okolici. Primijenjeni instrumenti uključuju Skalu varanja, Skalu razloga varanja, Skalu interakcije nastavnik-učenik i pojedinačne čestice koje se odnose na etički kodeks i stavove o čimbenicima koji doprinose lakšem nošenju s akademskim nepoštenjem. Rezultati pokazuju da nastavnici strukovnih škola percipiraju varanje na testu češćim nego nastavnici gimnazija. Nastavnička percepcija akademskog nepoštenja nije se razlikovala s obzirom na postojanje i čestinu komuniciranja etičkog kodeksa. Stavovi nastavnika gimnazija i strukovnih škola prema varanju se statistički značajno ne razlikuju, pri čemu su nastavnici skloni objasniti varanje razlozima povezanima s ocjenama. Ignoriranje varanja u razredu pozitivno je povezano s čestinom varanja na testu i čestinom težih oblika varanja, dok su visoka očekivanja od učenika negativno povezana s čestinom varanja na testu. Nastavnici ističu kako bi im u nošenju s učeničkim varanjem pomogli promjena društvenih vrijednosti, promjene u školstvu, veća odgovornost roditelja i učenika, dosljednost nastavnika, strože i dosljednije sankcije, promjena fizičkih uvjeta u radnoj okolini te kontrola korištenja mobitela u učionicama.The aim of this study was to examine some aspects of the teachers' perception of academic dishonesty and attitudes toward cheating in high school. The participants were 215 teachers from 12 high schools in Zagreb and the surrounding area. The participants completed The Cheating Scale, The Reasons For Cheating Scale, The Scale Of Teacher-Student Interaction and items related to the ethical code and attitudes about factors contributing to easier coping with academic dishonesty. The results show that vocational school teachers perceive cheating on tests more frequent than gymnasium teachers. The teachers' perception of academic dishonesty did not differ with regard to the existence and communication of the ethical code. Differences in attitudes between gymnasium and vocational school teachers are not statistically significant, with teachers from both groups more inclined to explain cheating by the reasons associated with grades. Ignoring cheating in the classroom is positively associated with both forms of academic dishonesty, while high expectations from students are negatively associated with cheating on the test. Teachers point out that changing social values, changes in schooling, greater responsibility of parents and students, teachers' consistency, stricter and more consistent sanctions, changing physical conditions in the work environment and control of the cell phone use in the classrooms would help them cope with academic dishonesty