Instructors in colleges and polytechnics, especially those with employment history in the trades and/or industry with limited training in teaching and other academic practices, face challenges in identifying and reporting academic misconduct. The formal processes for documenting and addressing such incidents can be cumbersome and time-consuming, exacerbating the already substantial workload associated with teaching and service duties. In addition, dealing with cases of academic misconduct is often stressful, resulting in burnout. The workload and emotional burden may be particularly heavy for sessional instructors who (1) are paid a limited number of hours within a set time period that may not adequately account for the extra work hours necessary to deal appropriately with cases of academic misconduct and/or (2) fear the repercussions for reporting from students and administrators. Permanent faculty, by comparison, do not typically receive extra compensation, but hold ongoing positions that include paid holidays. Stable employment with increased benefits is helpful to offset some of the emotional and unremunerated labour that accompanies academic misconduct detection and reporting. This chapter explores the idea that the promotion of academic integrity and the prevention, detection, and reporting of academic misconduct are labour issues that impact the employment equity of instructors teaching in colleges and polytechnics. This chapter also calls for systemic institutional changes to support instructors in three primary areas—time and compensation, administrative support, and professional development. To support instructors more fully, academic integrity and academic misconduct work must be included within formal workload calculations and collective agreements to ensure fair compensation. In addition, opportunities and funding must be granted to instructors so they can engage in professional development activities to become better equipped to promote academic integrity and deal with academic misconduct. Collective advocacy may be required to spark systemic changes within colleges and polytechnics and to collective agreements to mitigate the burdens associated with academic misconduct. By fostering more supportive and equitable environments, institutions can better sustain cultures of integrity and enhance the well-being of their instructors.