The role of ChatGPT technologies in enhancing the educational performance of teachers in secondary schools in Saudi Arabia

Purpose: This study aims to determine the attitude of secondary school teachers within Al-Ahsa Region, Eastern Province, Saudi Arabia toward integrating ChatGPT into secondary school teaching. Design/Methodology/Approach: The study employed systematic survey techniques in addition to face-to-face interviews. The questionnaire on the secondary school teachers’ perceptions of ChatGPT used in this study was adapted from an existing online survey developed by the author. 395 teachers were recruited through stratified random sampling across all the local government areas in the state. After the quantitative phase, 79 teachers who used ChatGPT were interviewed in-depth to understand their experience. Findings: The outcomes reveal a low awareness level of ChatGPT with few respondents claiming to be familiar with the technology only 20%. Specific positive impressions regarding the potential of the tool in enhancing the delivery of teaching and learning of science subjects are moderate. Technical issues such as integration, curriculum integration, and differentiation for individual learning styles present specific difficulties. Conclusion: These findings show the need for continued professional development for teachers to teach using ChatGPT. Practical Implications: The implications of the findings are useful for teachers, policymakers, and technology creators who seek to take learning to the next level using technology-blended instruction.