Attitude of Secondary School Teachers towards Chatgpt: A Comparative Study

Corresponding Author Email: arifmuntazir1@gmail.com

DOI : https://doi.org/10.51470/BITS.2025.04.02.03

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INTRODUCTION

“The role of AI in education is not to replace teachers, but to empower them by automating routine tasks and providing them with tools that enhance personalized learning experiences for students.” — Andrew Ng, Co-founder of Coursera and Adjunct Professor at Stanford University

The rapid evolution of artificial intelligence (AI) has ushered in transformative changes across various sectors, with education standing at the forefront of this digital revolution. Among the most prominent AI tools gaining traction in recent years is ChatGPT, a language-based model capable of generating human-like responses, assisting in lesson planning, content creation, student engagement, and even administrative tasks. As educational institutions grapple with the integration of such technologies, the attitudes of educators—particularly secondary school teachers—play a pivotal role in determining the success and ethical implementation of AI in classrooms [1-4].

This study seeks to explore and compare the attitudes of secondary school teachers towards ChatGPT across gender, disciplines, and marital status. Understanding these attitudes is crucial, as they influence not only the adoption of AI tools but also the pedagogical shifts required to harness their full potential. While some educators view ChatGPT as a valuable assistant that enhances productivity and fosters creativity, others express concerns about its reliability, ethical implications, and the potential erosion of traditional teaching methods. By conducting a comparative analysis, this research aims to uncover patterns, disparities, and underlying factors that shape teachers’ perceptions of ChatGPT. The findings will contribute to the broader discourse on AI in education, offering insights for policymakers, curriculum designers, and teacher training programs to better align technological advancements with the needs and values of educators [5-7].

Rationale of the study

The integration of artificial intelligence (AI) tools like Chat GPT into educational settings has sparked widespread interest and debate among educators. As AI continues to reshape pedagogical practices, understanding the attitudes of secondary school teachers becomes essential for effective implementation. However, these attitudes are not monolithic—they are shaped by a range of personal and professional factors, including gender, academic discipline, and marital status.

Gender plays a significant role in shaping technology adoption behaviors. Previous research suggests that male and female educators may differ in their perceptions of technological usefulness, ease of use, and potential risks. Exploring gender-based differences in attitudes towards ChatGPT can reveal underlying biases or barriers that may affect equitable access and usage.

Discipline is another critical variable. Teachers from science and technology backgrounds may be more receptive to AI tools due to familiarity with digital platforms, whereas those from humanities or social sciences might approach ChatGPT with more skepticism or ethical concerns. A comparative analysis across disciplines can help identify discipline-specific needs and tailor AI integration strategies accordingly.

Marital status, though less commonly studied in educational technology research, may influence teachers’ openness to innovation. Married individuals might face different time constraints, responsibilities, or support systems compared to their unmarried counterparts, potentially affecting their engagement with tools like ChatGPT.

By examining these variables, this study aims to uncover nuanced patterns in teachers’ attitudes, offering insights that go beyond surface-level acceptance or rejection. The findings will inform targeted professional development, inclusive policy-making, and context-sensitive AI integration strategies that respect the diverse realities of educators.

Statement of the Problem
The present study addresses the issue of “Attitude of Secondary School Teachers Towards ChatGPT: A Comparative Study.” With the rapid integration of artificial intelligence (AI) tools like ChatGPT into educational settings, understanding teachers’ perceptions has become essential. This study explores how secondary school teachers perceive and respond to ChatGPT, with a focus on whether these attitudes differ across demographic variables such as gender, stream, and marital status.

Operational Definitions
For the purpose of this study, certain key terms have been defined operationally. Artificial Intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. Within this study, AI specifically refers to ChatGPT, a natural language processing tool capable of engaging in human-like conversations, generating text, and assisting in educational tasks. Attitude towards ChatGPT is defined as the scores obtained by respondents on the “Attitude Towards ChatGPT Scale” developed by K. Thangavel and A. Gangadharan. Finally, Secondary School Teachers refer to teachers instructing students in grades 9 through 12 (or their equivalent) across various subject specializations, including science, humanities, languages, and arts.

Objectives of the Study
The study was designed with two major objectives. The first objective was to assess the overall attitude of secondary school teachers towards ChatGPT. The second objective was to compare the attitude scores of teachers based on demographic factors such as gender, academic stream, and marital status. These objectives aim to provide insights into whether such characteristics influence perceptions of AI tools in education.

Hypotheses of the Study
To achieve these objectives, the following null hypotheses were formulated:

1. There is no significant difference in the attitude scores of teachers towards ChatGPT based on gender.
2. There is no significant difference in the attitude scores of teachers towards ChatGPT based on academic stream.
3. There is no significant difference in the attitude scores of teachers towards ChatGPT based on marital status.

Delimitations of the Study
The scope of this study was subject to certain delimitations. Firstly, the study was confined to secondary school teachers only, excluding primary and higher education faculty. Secondly, the research was geographically restricted to District Anantnag, Jammu and Kashmir. Thirdly, the sample size was limited to 100 secondary school teachers, making the findings specific to this group. Lastly, the study focused solely on government secondary schools, leaving out private institutions. These delimitations were considered to maintain focus and feasibility within the research framework.

Methodology of the Study
The methodology provides a detailed description of the procedures, techniques, and strategies employed to achieve the objectives of the research. It outlines the design, population, sampling methods, and rationale for the choices made by the researcher in order to ensure the reliability and validity of the study’s findings.

Design of the Study
The present research employed a descriptive method using a survey design. This design was considered appropriate since the study aimed to assess and compare the attitudes of secondary school teachers towards ChatGPT across various demographic variables. Descriptive survey research is widely used in social sciences to gather data regarding prevailing conditions, opinions, and trends, making it suitable for addressing the stated objectives.

Population of the Study
The population of the study consisted of all secondary school teachers working in different government secondary schools in District Anantnag during the academic session 2024–25. This population was chosen because teachers are the key stakeholders in integrating emerging technologies like ChatGPT into classroom practices, and their attitudes provide crucial insights into the potential adoption of such tools in education.

Sample of the Study
From the population, a sample of 100 secondary school teachers was selected to represent the study group. The selection of participants was carried out using the simple random sampling technique (chit method). In this method, numbers were assigned to all teachers in the population, and then random draws were conducted to select the sample. This approach ensured that each teacher had an equal chance of being included, thereby minimizing bias and enhancing the generalizability of the results. The use of the lottery method was deliberate, as it is straightforward, transparent, and effective in reducing researcher bias in sample selection. Furthermore, the higher secondary schools from which the teachers were drawn were identified using convenience sampling. This was done to ensure feasibility and accessibility of data collection within the time and resource constraints of the study. Although convenience sampling introduces some limitations, it was balanced by the randomization procedure applied at the teacher-selection stage.

A detailed description of the sample distribution is presented in the following tables, which provide insights into the demographic characteristics of the selected participants.

Tools for the present study

Keeping in view the objectives of the study the following tool(s) were used:

ChatGpt Scale developed by K. Thangavel and  A. Gangadharan

Description of the tool

The tool used in the present study was a standardized tool developed by K. Thangavel and  A. Gangadharan. The scale consists of 30 items in total. The scoring pattern of the scale is;

The Cronbach Alpha Reliability of the scale was found to be 0.940 which indicates that the scale is highly reliable. The validity of the scale was found to be 0.97.

Procedure of Data Collection
The data required for the present investigation were collected personally by the researcher from the selected higher secondary school teachers of District Anantnag. Prior to data collection, formal permission was obtained from the principals of the chosen higher secondary schools. Data collection was carried out during the months of March and April 2025 on different working days. During the process, the researcher personally met with the teachers, introduced herself, and explained the purpose and significance of the study. The teachers were briefed about the research objectives and provided with basic information regarding the standardized tool used for data collection, namely the Attitude Towards ChatGPT Scale developed by K. Thangavel and A. Gangadharan. To ensure accuracy and cooperation, the participants were assured that all information collected would remain strictly confidential and would be used solely for academic and research purposes. The teachers were encouraged to respond honestly and without hesitation, which helped in obtaining reliable and unbiased responses.

Data Analysis
The collected data were systematically coded, tabulated, and analyzed using appropriate statistical techniques. For descriptive purposes, percentages were calculated to assess the overall trends and distribution of responses among the teachers. To test the hypotheses and examine the significance of differences between groups based on gender, stream, and marital status, the t-test was employed. This combination of descriptive and inferential statistics allowed the researcher to interpret both general patterns and specific comparisons effectively.

Data Analysis, Interpretation, and Findings of the Study
The first objective of the study was “To assess the overall attitude of secondary school teachers towards ChatGPT.” The data related to this objective were analyzed using percentages in order to provide a clear picture of teachers’ general disposition towards ChatGPT. The results of this analysis are presented in Table 1.5 below.

From above table, it is pretty clear that 5%, 12%, 47%, 22% and 14% teachers are as such who show Very High Positive Attitude towards ChatGPT, High Positive Attitude towards ChatGPT, Moderate Positive Attitude towards ChatGPT, Low Positive Attitude towards ChatGPT and Very Low Positive Attitude towards ChatGPT respectively.

From above table, it is pretty clear that 3%, 8%, 22%, 16% and 10% male(s) are as such who have a Very High Positive Attitude towards ChatGPT, High Positive Attitude towards ChatGPT, Moderate  Positive Attitude towards ChatGPT, Low Positive Attitude towards ChatGPT and Very Low Positive Attitude towards ChatGPT.

Whereas, 2%, 4%, 25%, 6% and 4% female are as such who have a Very High Positive Attitude towards ChatGPT, High Positive Attitude towards ChatGPT, Moderate  Positive Attitude towards ChatGPT, Low Positive Attitude towards ChatGPT and Very Low Positive Attitude towards ChatGPT.

From above table, it is pretty clear that 3%, 7%, 20%, 15% and 10% Arts Teachers are as such who have a Very High Positive Attitude towards ChatGPT, High Positive Attitude towards ChatGPT, Moderate  Positive Attitude towards ChatGPT, Low Positive Attitude towards ChatGPT and Very Low Positive Attitude towards ChatGPT.

Whereas, 2%, 5%, 27%, 7% and 4% Science Teachers are as such who have a Very High Positive Attitude towards ChatGPT, High Positive Attitude towards ChatGPT, Moderate  Positive Attitude towards ChatGPT, Low Positive Attitude towards ChatGPT and Very Low Positive Attitude towards ChatGPT.

From above table, it is pretty clear that 4%, 7%, 21%, 15% and 10% Unmarried Teachers are as such who have a Very High Positive Attitude towards ChatGPT, High Positive Attitude towards ChatGPT, Moderate  Positive Attitude towards ChatGPT, Low Positive Attitude towards ChatGPT and Very Low Positive Attitude towards ChatGPT.

Whereas, 1%, 5%, 26%, 7% and 4% Married Teachers are as such who have a Very High Positive Attitude towards ChatGPT, High Positive Attitude towards ChatGPT, Moderate  Positive Attitude towards ChatGPT, Low Positive Attitude towards ChatGPT and Very Low Positive Attitude towards ChatGPT.

Second Objective of the Study
The second objective of the present research was “To compare the attitude scores of secondary school teachers towards ChatGPT based on gender.” In order to achieve this objective, the data were subjected to statistical analysis using the t-test. Prior to the application of the t-test, the necessary assumptions of the test were examined, namely the assumption of normality and the assumption of homogeneity of variances.

Assumption of Normality
To test the assumption of normality, the following null hypothesis was formulated:

H₀: The distribution of attitude scores of male and female secondary school teachers towards ChatGPT does not deviate significantly from normality.

The normality of the data was verified through appropriate statistical tests and graphical methods, ensuring that the distribution of the scores for both male and female groups conformed to the requirements of normality. Since the results indicated no significant deviation from normality, the assumption was considered satisfied.

Assumption of Homogeneity of Variances
In addition to normality, the homogeneity of variances between the two groups (male and female teachers) was also examined. The null hypothesis for this assumption was stated as follows:

H₀: The variances in the attitude scores of male and female secondary school teachers towards ChatGPT are equal.

The results confirmed that the assumption of homogeneity was not violated, thereby allowing the use of the t-test for further analysis. After confirming that both assumptions were met, the t-test was applied to compare the mean attitude scores of male and female secondary school teachers towards ChatGPT. The results of this analysis are presented in the following table (Table 1.6).

rom the results presented in the above table, it is evident that the Kolmogorov-Smirnov statistic for the attitude scores of male secondary school teachers towards ChatGPT was found to be 0.169 with df = 50, yielding a significance value of 0.001. Since this value is less than the 0.01 level of significance, the result is statistically significant at the 0.01 level. Therefore, the null hypothesis that “the distribution of attitude scores of male secondary school teachers towards ChatGPT does not deviate significantly from normality” is rejected. In contrast, the Kolmogorov-Smirnov statistic for the attitude scores of female secondary school teachers was 0.121 with df = 50, producing a significance value of 0.063. As this value is greater than the 0.05 level of significance, the result is not statistically significant. Hence, the null hypothesis that “the distribution of attitude scores of female secondary school teachers towards ChatGPT does not deviate significantly from normality” is accepted. Based on the above findings, it becomes clear that the assumption of normality does not hold for the data set, as the male teachers’ scores deviate significantly from a normal distribution. Given that one of the key assumptions of the t-test is violated, the investigator deemed it inappropriate to proceed with the parametric t-test. Instead, a suitable non-parametric alternative, the Mann-Whitney U Test, was employed to compare the attitude scores of male and female secondary school teachers towards ChatGPT. This approach allowed for a more reliable analysis without depending on the assumption of normal distribution.

Objective
The second objective of the study was to compare the mean ranks of attitude scores of male and female secondary school teachers towards ChatGPT. For this purpose, the Mann-Whitney U Test was applied, as the assumption of normality required for the parametric t-test was not satisfied.

Hypothesis
H₀: There is no significant difference in the mean ranks of attitude scores of male and female secondary school teachers towards ChatGPT.

From the above table, it is evident that the Mann-Whitney U value for attitude towards ChatGPT is 1051.000, with a two-tailed significance value of 0.170, which is greater than the 0.05 level of significance. Hence, the result is not statistically significant at the 0.05 level. In light of this, the null hypothesis stating that “There is no significant difference in the mean ranks of attitude scores of male and female secondary school teachers towards ChatGPT” is accepted. Therefore, it can be concluded that the attitude of secondary school teachers towards ChatGPT is independent of gender, indicating that both male and female teachers hold similar perceptions and attitudes toward the use of ChatGPT in the educational context.

Second Part of the Second Objective

The second part of the objective was “To compare the attitude scores of secondary school teachers towards ChatGPT based on their Stream.” For this purpose, the data were analyzed using the independent samples t-test. However, before applying the t-test, the investigator examined the key assumptions of normality and homogeneity of variances.

Assumption of Normality
The null hypothesis for normality testing was stated as follows:

H₀: The distribution of attitude scores of Arts and Science secondary school teachers towards ChatGPT does not deviate significantly from normality.

To test this assumption, the Kolmogorov-Smirnov statistics were computed separately for the two groups (Arts and Science teachers). The results of this analysis are presented in the subsequent table and interpretation.

From the above table, it is evident that the Kolmogorov-Smirnov statistic for the attitude scores of Arts secondary school teachers towards ChatGPT is 0.096 with df = 55, and the significance value is 0.200, which is greater than the 0.05 level of significance. Thus, the value is not significant, and the null hypothesis that “the distribution of attitude scores of Arts secondary school teachers towards ChatGPT does not deviate significantly from normality” is accepted.

Similarly, the Kolmogorov-Smirnov statistic for the attitude scores of science secondary school teachers towards ChatGPT is 0.095 with df = 45, and the significance value is 0.200, which is again greater than the 0.05 level of significance. Hence, the value is not significant

Table 1.12 shows the results of Test of HomogeneityTest of Homogeneity

From the table, it is clear that the F-value = 0.960 with a significance value of 0.330, which is greater than the 0.05 level of significance. Hence, the value is not significant at the 0.05 level, and the null hypothesis stating that “There is no significant difference in the variance of scores of teaching aptitude of male and female college-going students of District Anantnag” is accepted. Therefore, the assumption of homogeneity of variance holds good. Furthermore, the table shows that the t-value = 0.295 with df = 98, and the two-tailed significance value is 0.769, which is greater than the 0.05 level of significance. Thus, the value is not significant at the 0.05 level. In view of this, the null hypothesis that “There is no significant difference in the attitude scores of Arts and Science secondary school teachers towards ChatGPT” is accepted. Therefore, it can be concluded that the attitude of secondary school teachers towards ChatGPT is independent of their academic stream.

Third part of second objective

The third part of the second objective was “To compare the attitude scores of secondary school teachers towards ChatGPT based on their marital status.” The data related to this objective were collected and analyzed using the t-test. However, before applying the t-test, the assumptions of normalityand homogeneity of variance were checked.

Assumption of Normality
The null hypothesis for normality was:
H₀ = The distribution of attitude scores of married and unmarried secondary school teachers towards ChatGPT does not deviate significantly from normality.

The results of the Kolmogorov-Smirnov test for the attitude scores of married secondary school teachers towards ChatGPT revealed a statistic of [insert value] with df = [insert value] and a significance level of [insert value]. Since the significance value was [greater/less] than 0.05, the null hypothesis was [accepted/rejected]. Similarly, for the unmarried secondary school teachers, the Kolmogorov-Smirnov statistic was [insert value] with df = [insert value] and a significance level of [insert value]. This value was [greater/less] than 0.05, indicating that the null hypothesis was [accepted/rejected]. Based on these results, it was concluded that the assumption of normality [held good/did not hold good], and hence, the next step was to test the assumption of homogeneity of variance.

The Kolmogorov-Smirnov test for the attitude scores of married secondary school teachers towards ChatGPT yielded a statistic of .129 with df = 57 and a significance value of .018. Since the significance value was less than the 0.05 level of significance, the result was found to be significant at the 0.05 level. Therefore, the null hypothesis stating that “the distribution of attitude scores of married secondary school teachers towards ChatGPT does not deviate significantly from normality” was rejected. In contrast, the Kolmogorov-Smirnov test for the attitude scores of unmarried secondary school teachers towards ChatGPT produced a statistic of .102 with df = 43 and a significance value of .200, which is greater than the 0.05 level of significance. As a result, the value was not significant at the 0.05 level, and the null hypothesis stating that “the distribution of attitude scores of unmarried secondary school teachers towards ChatGPT does not deviate significantly from normality” was accepted. From these findings, it is evident that the assumption of normality was not fulfilled, as the married group deviated significantly from normality while the unmarried group did not. Since the condition of normality was not satisfied, the parametric t-test could not be applied. Consequently, the investigator employed a non-parametric alternative, namely the Mann-Whitney U Test, to compare the two groups.

Objective
The third part of the second objective was to compare the mean ranks of attitude scores of married and unmarried secondary school teachers towards ChatGPT. This analysis aimed to examine whether marital status had any influence on the teachers’ attitudes towards the use of ChatGPT in educational contexts.

Null Hypothesis (H₀)
There is no significant difference in the mean ranks of attitude scores of married and unmarried secondary school teachers towards ChatGPT.

From the above table, it is evident that the Mann-Whitney “U” value for the attitude towards ChatGPT of married and unmarried secondary school teachers is 975.000, with a two-tailed significance value of .081, which is greater than the 0.05 level of significance. Hence, the value is not significant at the 0.05 level of significance. In view of this, the null hypothesis stating that “There is no significant difference in the mean ranks of attitude scores of married and unmarried secondary school teachers towards ChatGPT” is accepted.

Therefore, it can be concluded that the attitude of secondary school teachers towards ChatGPT is independent of their marital status.

Since fewer researches have been conducted on ChatGPT, the investigator was unable to find any study which will support the findings or which will go antagonistic to findings.

Conclusion

The present study investigated the attitudes of secondary school teachers towards ChatGPT with a focus on gender, stream, and marital status as comparative variables. The findings revealed that teachers, irrespective of gender, academic stream, or marital status, demonstrated similar attitudes towards ChatGPT. This indicates that demographic factors do not play a significant role in shaping teachers’ perceptions of this emerging AI-based educational tool. The overall results highlight that secondary school teachers are generally open to adopting ChatGPT, recognizing its potential as a supportive resource in teaching and learning. However, since ChatGPT and similar AI technologies are relatively new in the educational landscape, further research is essential to explore long-term attitudes, classroom applications, and challenges associated with its integration in pedagogy. Thus, the study concludes that while teachers show a neutral to positive attitude towards ChatGPT, successful implementation in education will require continuous awareness programs, training workshops, and policy support to harness its full potential.

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