Nnadiebube Journal of Education

The study on Artificial Intelligence (AI) and teachers’ job performance was carried out in public secondary schools in North East senatorial district of Akwa Ibom State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated. The co-relational research design was used for the study. The population of the study consisted of all the 2982 teaching staff in the 89 public secondary schools in North East Senatorial district of Akwa Ibom State during the 2023/2024 academic year. Multistage procedure involving clustered, simple random and proportionate stratified sampling techniques were used in selecting the 539 teachers for the study. Data was collected using a researcher developed instrument named, “Artificial Intelligence Questionnaire (AIQ) and Teachers’ Job Performance Questionnaire” (TJPQ). The instruments were subjected to face validity by three (3) experts. The reliability of the AIQ and TJPQ were determined using Cronbach Alpha Statistics and Reliability Coefficient of .88 and .83 were obtained respectively. The research questions were answered and the null hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation Statistics. All the null hypotheses were rejected. The findings of the study revealed that teachers’ awareness and utilization of artificial intelligence significantly influenced their job performance in public secondary schools. Recommendations were made amongst others that Government should organise workshops for teachers on artificial intelligence since it could help enhance their job performance and teachers should utilize the knowledge of AI as this can bridge unemployment and eradicate poverty amongst the youths.

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