The Concern of the SHS Teacher and Examination Malpractice: Combating the Excessive Examination Malpractices in Ghana

Examination malpractice poses a significant challenge to the integrity of Senior High School (SHS) education in Ghana. This narrative review delves into the complex interplay of factors contributing to malpractices and explores the perspectives of SHS teachers. Current strategies, while implemented with the intent to mitigate malpractices, reveal gaps and limitations that call for improvement. Factors such as high-stakes examinations, inadequate resources, and the absence of a robust ethical foundation contribute to the prevalence of malpractices. SHS teachers play a crucial role, perceiving the pressures faced by students and recognizing the ethical dilemmas inherent in examination malpractice. Current strategies encompass monitoring mechanisms, ethical education, and technology adoption; however, resource constraints, inadequate training, and limited collaboration with communities present challenges. Addressing these gaps necessitates a holistic approach, including comprehensive ethical education, regular teacher training, community engagement, and technological solutions for monitoring. The proposed recommendations emphasize preventive education, collaborative community efforts, enhanced teacher training, and the utilization of technology. Establishing incentives for ethical behavior and continuous evaluation through research contribute to a resilient and adaptive approach in mitigating examination malpractice. In conclusion, a collaborative, adaptable, and evidence-based strategy is essential for fostering a transparent and fair SHS education system in Ghana. Cultivating a culture of integrity, where all stakeholders commit to ethical standards, is imperative for a sustainable and credible educational environment.