Author(s)

Kwame Anokye^1*, Ivy Betur Naaso², Abdul-Jalil Halid³, Abigail Okyere Darko⁴, Edmund Kude Diderutua⁵, Ibrahim Salifu Bawa⁶, Hayford Kusi⁷, Asakinaba Emmanuel⁸, Wasilatu Hussein⁹, Alhassan Salifu¹⁰, Emmanuel Essien Ackah¹¹

¹Department of Environmental Science, C K Tedam University of Technology and Applied Sciences, Navrongo, Ghana.
²Department of Business, University for Development Studies, Tamale, Ghana.
³Department of Educational Administration and Management, University of Education, Winneba, Ghana.
⁴Department of Mathematics Education, Valley View University, Accra, Ghana.
⁵Department of Interdisciplinary Studies, University of Education, Winneba, Kumasi, Ghana.
⁶Department of Vocational and Technical Education, University of Cape Coast, Cape Coast, Ghana.
⁷Department of Education, University of Education, Winneba, Kumasi, Ghana.
⁸Regional Institute for Population Studies (RIPS), University of Ghana, Accra, Ghana.
⁹Department of Catering and Hospitality Education, University of Education, Winneba, Kumasi, Ghana.
¹⁰Department of Geography and Rural Development, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
¹¹Department of Agricultural and Consumer Science Education, University for Development Studies, Tamale, 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.

Examination Malpractice, Ghana SHS Education, Academic Integrity, Ethical Education, Monitoring Mechanisms, Narrative Review

Anokye, K., Naaso, I.B., Halid, A.-J., Darko, A.O., Diderutua, E.K., Bawa, I.S., Kusi, H., Emmanuel, A., Hussein, W., Salifu, A. and Ackah, E.E. (2024) The Concern of the SHS Teacher and Examination Malpractice: Combating the Excessive Examination Malpractices in Ghana. Open Access Library Journal, 11, 1-12. doi: 10.4236/oalib.1111053.