South Asian Journal of Social Studies and Economics

This study aimed to explore the standpoints, coping mechanisms, and educational insights of elementary teachers in promoting and sustaining academic uprightness in the classroom. A qualitative research design using in-depth interviews was employed. Participants were elementary school teachers who shared their experiences and reflections on academic integrity, utilizing purposive sampling. Thematic analysis was applied to categorize responses into meaningful themes that reflect their perspectives and strategies Findings revealed three major thematic areas: (1) Teachers’ standpoints toward promoting academic uprightness, which included personal commitment to integrity, fostering student accountability, and the role of the school environment; (2) Coping strategies against student dishonesty, encompassing proactive prevention, disciplinary measures, and open communication; and (3) Educational insights gained, such as the emphasis on character education, modeling ethical behavior, and strengthening school-home collaboration. Teachers perceived themselves as central agents in cultivating a culture of integrity, emphasizing the need to lead by example and uphold school-wide standards. Coping with dishonesty requires both preventive and responsive strategies, including empathetic communication. The study also highlighted the importance of holistic character education and strong partnerships between school and home to reinforce upright values consistently. These insights align with Albert Bandura’s Social Learning Theory, which posits that individuals learn ethical behavior through observation, imitation, and reinforcement. Teachers, as role models, influence students' moral development through their actions and the ethical climate they help create in schools. Furthermore, the findings support Sustainable Development Goal 4 (Quality Education), which emphasizes not only academic excellence but also the cultivation of moral and ethical values, fostering responsible citizenship and lifelong learning in inclusive and equitable learning environments.