摘要：The pervasive problem of academic cheating is an important issue for teachers and other educational stakeholders. Since teachers are one of the most important role models to students, their approach to academic (dis)honesty will likely have a strong influence on them. Therefore, the aim of this study was to identify teachers’ perceptions of the frequency and acceptability of different kinds of cheating acts, as well as their perception of the reasons for cheating and their reactions to cheating. Additionally, this study attempted to investigate whether teachers from different levels of education differ in their perceptions of cheating and/or in strategies that they use to deal with this problem. Data was obtained from 400 teachers from Croatian universities, secondary schools and elementary schools using an on-line survey. The results show that teachers from all levels of education perceive cheating as very frequent, but unacceptable behaviour. They recognize the great importance of their role in the prevention of cheating, but their actual reactions are a cause of concern. Teachers’ reactions were usually reduced to warnings and did not lead to any serious consequences. Teachers from different levels of education reacted similarly to all acts of cheating.
关键词：academic dishonesty; acceptability of cheating; cheating frequency; elementary; secondary and higher education; reasons for cheating.
