The main aim of this paper is to assess the level of knowledge, attitude and practice of university teachers regarding plagiarism in Bangladesh. An online questionnaire consisted of 20 knowledge questions, 23 attitude items, and 18 practice questions was created using Google Forms. The link to the questionnaire was sent via email to university teachers. The total correct answers for knowledge and practice questions, and the total attitude score were converted to percentile scores and categorized accordingly as poor (< mean – 1 SD), average (mean ± 1 SD), and good (> mean + 1 SD). Bivariate analyses were conducted to compare the total knowledge, attitude and practice scores based on demographic and academic variables. Multiple linear regressions were used to identify the association between knowledge, attitude and practice scores, and other covariates. The findings revealed an average level of knowledge, attitude and practice regarding plagiarism among the majority of university teachers. The knowledge, attitude and practice scores were significantly higher for teachers who attended academic writing workshops compared to those who did not attend such events. Demographic and academic variables did not impact knowledge and attitude scores. However, the number of papers published in the last two years and their indexing in Web of Science (WoS) or Scopus significantly impacted attitude and knowledge scores. The multiple regression analyses showed that the practice score was significantly associated with age, highest education, and knowledge.

本文的主要目的是评估孟加拉国大学教师对剽窃行为的知识、态度和实践水平。使用 Google Forms 创建了一份在线调查问卷，其中包含 20 个知识问题、23 个态度项目和 18 个练习问题。调查问卷的链接已通过电子邮件发送给大学教师。将知识和练习问题的总正确答案以及总态度分数转换为百分位数分数，并相应地分为差（< 平均值 – 1 SD）、平均值（平均值 ± 1 SD）和良好（> 平均值 + 1 SD） 。进行双变量分析，以比较基于人口和学术变量的总知识、态度和实践得分。使用多元线性回归来确定知识、态度和实践分数之间的关联，和其他协变量。调查结果揭示了大多数大学教师对抄袭的知识、态度和实践的平均水平。参加学术写作研讨会的教师的知识、态度和实践得分显着高于未参加此类活动的教师。人口和学术变量不影响知识和态度得分。然而，过去两年发表的论文数量及其在 Web of Science (WoS) 或 Scopus 中的索引显着影响态度和知识分数。多元回归分析显示，练习成绩与年龄、最高学历和知识显着相关。大多数大学教师对抄袭的态度和做法。参加学术写作研讨会的教师的知识、态度和实践得分显着高于未参加此类活动的教师。人口和学术变量不影响知识和态度得分。然而，过去两年发表的论文数量及其在 Web of Science (WoS) 或 Scopus 中的索引显着影响态度和知识分数。多元回归分析显示，练习成绩与年龄、最高学历和知识显着相关。大多数大学教师对抄袭的态度和做法。参加学术写作研讨会的教师的知识、态度和实践得分显着高于未参加此类活动的教师。人口和学术变量不影响知识和态度得分。然而，过去两年发表的论文数量及其在 Web of Science (WoS) 或 Scopus 中的索引显着影响态度和知识分数。多元回归分析显示，练习成绩与年龄、最高学历和知识显着相关。人口和学术变量不影响知识和态度得分。然而，过去两年发表的论文数量及其在 Web of Science (WoS) 或 Scopus 中的索引显着影响态度和知识分数。多元回归分析显示，练习成绩与年龄、最高学历和知识显着相关。人口和学术变量不影响知识和态度得分。然而，过去两年发表的论文数量及其在 Web of Science (WoS) 或 Scopus 中的索引显着影响态度和知识分数。多元回归分析显示，练习成绩与年龄、最高学历和知识显着相关。