Teachers' Perceptions and Challenges in Utilizing ChatGPT Basis for Developing a Training Program

Abstract

This study investigates teachers' perceptions, utilization patterns, and challenges in adopting ChatGPT, aiming to develop an evidence-based training program for responsible and effective AI integration in basic education. Using a mixed methods design, data were gathered from eighty public elementary school teachers in the Philippines to explore frequency of use, perceived usefulness, and contextual barriers. Results show universal awareness and widespread application of ChatGPT, particularly for assessment generation, lesson preparation, and professional tasks. Teachers reported strong perceived usefulness, yet expressed concerns regarding academic integrity, privacy, prompt construction, accuracy verification, and curriculum alignment. Inferential analysis revealed significant differences in acceptance and utilization across teaching experience groups, indicating varying levels of digital confidence. Qualitative themes further underscored issues of ethical use and technical constraints. Guided by the findings, a structured training program was developed to enhance teachers' digital competence, strengthen ethical and pedagogical practices, and support responsible AI adoption in educational settings.

Ähnliche Arbeiten