A Study on Investigating the Factors Encouraging Cheating Behavior among Prospective Teachers and Developing Preventing Strategies from Cheating at Mirpur University of Science & Technology (Must) Mirpur AJK

Abstract

Cheating behavior among prospective educators is an increasing concern, with serious ramifications for the future of the educational system.  The purpose of this study was to investigate the factors that promote cheating behavior among aspiring teachers and develop mitigation techniques at Mirpur University of Science and Technology (MUST), which is located in Mirpur, AJK.  The research was quantitative in character, with a descriptive survey methodology.  Data were collected using a self-created questionnaire directed at potential teachers in the Department of Education. The questionnaire’s reliability was evaluated by pilot testing, which yielded a Cronbach Alpha score of 0.83, indicating that the tool was suitable for the study.  The collected data was analyzed  by SPSS, which used descriptive statistical approaches such as frequency and percentage. The findings expressed that peer pressure, the desire for excellent marks, fear of failure, parental expectations, and permissive teacher attitudes all had a substantial role in encouraging cheating activity among students.  The results also highlighted preventive strategies such as strict exam supervision, the promotion of academic integrity, and awareness campaigns to discourage dishonest activity.  It shows that cheating behavior among prospective educators is a complex issue driven by personal, social, and institutional variables that requires immediate response through ethical training and policy-based initiatives to protect academic integrity and professionalism.