Abstract
Allegations of teacher and administrator cheating on standardized tests appear to be rampant. One primary way that cheating is held in check occurs when peers turn in other teachers for cheating. The purpose of this study was to exam five variables as predictors of peer reporting of this particular type of unethical behavior. Three hundred thirty (N = 330) Texas school teachers responded to a survey that included a scenario depicting another teacher violating standardized testing protocol. Results indicated no differences in reporting intentions across impression management tactics (justification vs. intimidation). However, canonical correlation results indicated that a combination of predictor variables was positively and significantly related to peer-reporting intentions. A perception of participatory culture was the primary contributor to the composite. Communication confidence and policy attitude were moderate contributors.
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