Public School Teachers’ Knowledge, Attitudes, and Practices Regarding Educational ChatGPT Use: A Pilot Study
DOI:
https://doi.org/10.69569/jip.2026.408xKeywords:
AI literacy, ChatGPT, Generative artificial intelligence, Public school teachers, Technology adoptionAbstract
The increasing use of ChatGPT in education offers teachers opportunities to support instructional planning, learning resource development, concept clarification, and other professional tasks, while raising concerns about accuracy, academic integrity, ethical use, and teacher preparedness. Despite growing research on generative artificial intelligence (AI), evidence on teachers’ knowledge, attitudes, and instructional practices regarding ChatGPT remains limited in Philippine basic education. This study conducted a pilot descriptive-correlational assessment of public-school teachers’ educational use of ChatGPT. The study involved 34 public school teachers from a public integrated school in the City of Meycauayan, Bulacan, selected through universal sampling with voluntary participation. Data were collected using an adopted structured questionnaire and analyzed through JAMOVI Version 2.6, employing mean, standard deviation, and Pearson product-moment correlation. Findings showed moderate reported knowledge, cautious and moderately favorable attitudes, and agreed-upon instructional practices. Significant positive relationships were found between knowledge and attitude (r = .510, p = .002), knowledge and practices (r = .555, p < .001), and attitude and practices (r = .432, p = .012). These findings provide preliminary evidence of association rather than causation. UTAUT is therefore presented as an interpretive lens, highlighting the need for sustained AI literacy, professional development, institutional support, and ethical guidelines for responsible ChatGPT integration in Philippine basic education.
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