Exploring English Teachers' Awareness and Practices in Managing Plagiarized Contents in Written Assessments: Basis for Capacity-Building Training

The ability of English teachers to detect plagiarism plays a crucial role in ensuring academic integrity and originality in student submissions. This study investigates the relationship between teachers' awareness and practices in identifying plagiarized content, serving as a foundation for effective capacity-building training. An explanatory mixed-method approach was utilized, incorporating a 4-point Likert scale survey questionnaire to quantify teachers' awareness and practice levels, analysis of variance (ANOVA) to compare the level of awareness and practices based on the demographic profile, and the focus-group discussion (FGD) to gain deeper insights into challenges and personal recommendations. All the data gathered was used for intensive analysis and interpretation. Overall, the study highlights the necessity of structured capacity-building training programs to equip teachers with effective plagiarism detection strategies while integrating ethical AI use in academic settings.