Abstract: There is a universal worry about academic dishonesty especially in African nations. The key aim of this investigation was to examine the influence of students’ self-awareness on academic dishonesty in public secondary schools in Makueni County, Kenya. The investigation used theories namely: Psychosocial Dynamic Theory and the Theory of Planned Behaviour. The research used mixed methodology and the concurrent triangulation design. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. The study utilized 1 SCDE and 1 CDE purposively sampled. The instruments employed were questionnaires for principals, teachers and students, and interviews for the education officers. Descriptive data was analyzed using frequencies and percentages and presented through tables and figures. Inferential statistics was analyzed through linear regression and presented through tables while qualitative data was analyzed thematically and presented through narration and verbatim citations. The study findings were that self-awareness meaningfully influenced academic dishonesty. The research found out that there was necessity to enhance the students’ self-awareness. It was suggested that integrating involvements like introducing capable, knowledgeable and qualified counsellors in schools was essential to eradicate academic dishonesty.

Abstract: There is a worldwide concern about academic dishonesty and more so in African countries. The main purpose of this study was to investigate the influence of students’ personality traits on academic dishonesty in public secondary schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour . The investigation used mixed methodology and the concurrent triangulation design. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were questionnaires for principals, teachers and students, and interviews for SCDEs and the County Director of Education. The study findings were that, personality traits significantly influence academic dishonesty. The study established that there was need to improve on the students’ personality traits . It was recommended that integrating interventions like introduction of competent, experienced and professional counsellors in schools was necessary to eliminate academic dishonesty.