Odey, Samuel Eburu & Ukah, Julius Ukah (Ph.D)
Abstract
This study investigated the influence of teachers’ professional roles in the development of academic integrity among pupils in Calabar South Local Government Area of Cross River State, Nigeria. Four hundred and twelve (412) teachers were selected using a simple random sampling technique. The instrument used was Teachers’ Professional Roles and Academic Integrity Scale (TPRAIS). Data collected were analysed using independent t-test and ANOVA. The results indicated that teachers’ attitude to instruction, teacher-pupils relationship and teachers’ knowledge of assessment of the affective domain significantly influence pupils’ development of academic integrity. Therefore, it was recommended, among others, that teachers should develop positive attitude towards instruction. Teachers should serve as mentors or role models to their pupils, and workshops/ seminars should be organised on proper assessment of the affective domain for teachers in the State.