Influence of Artificial Intelligence Chatbots on Biology Teachers' Workload and Job Satisfaction in Nigerian Secondary Schools

Accepted manuscript of a peer-reviewed research article published in Nigerian Journal of Teacher Education and Development (NIJOTED), Vol. 3(3), 2025, pp. 295–305.

Abstract

This study investigated the influence of artificial intelligence chatbots on Biology teachers’ workload and job satisfaction in Nigerian secondary schools, with specific focus on Akwa Ibom State. A descriptive survey research design of the correlational type was adopted. The study was conducted in public secondary schools in Akwa Ibom State. The population comprised 1,647 Biology teachers, from which a sample of 152 teachers was selected using simple random sampling technique. Data were collected using a self-structured questionnaire titled AI Chatbot Influence, Workload, and Satisfaction Questionnaire (AICIWSQ). The instrument was validated by three experts in Science Education, while reliability was established using Cronbach Alpha, yielding coefficients ranging from 0.87 to 0.91 for the sections: chatbot usage, workload reduction, job satisfaction, and adoption barriers. On-the-spot retrieval method was used for data collection. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation was used to test the hypothesis at 0.05 level of significance. Findings revealed that Biology teachers used AI chatbots to a high extent for instructional tasks and perceived a high extent of workload reduction. However, the influence of AI chatbot use on job satisfaction was low. The relationship between workload reduction and job satisfaction was weak and not statistically significant. Major barriers identified included poor internet connectivity, high data costs, lack of training, and absence of clear policies. It was recommended that education authorities provide training, infrastructure, clear guidelines, and improved welfare packages to support effective AI integration and enhance teachers’ job satisfaction.