THE INFLUENCE OF CHATBOTS ON TEACHER JOB PERFORMANCE IN SECONDARY SCHOOLS IN ABA EDUCATION ZONE

Abstract

This study examines the influence of chatbots on teacher job - performance in secondary schools within the Aba Education Zone. Specifically, it investigates the impact of virtual- teaching- assistant chatbots, lesson- planning chatbots, student- support chatbots, and assessment and quiz chatbots on teacher job- performance. Three theories reviewed are cognitivism, beharviourism and conditionism. A descriptive survey research design is employed, with a sample of 512 teachers selected using proportionate random sampling. Data were collected using a structured questionnaire and analyzed using mean scores and an independent sample t-test at a 0.05 level of significance. The findings indicate that virtual- teaching assistant chatbots and lesson- planning chatbots do not significantly influence teacher job- performance, while student- support chatbots and assessment and quiz chatbots have a significant positive impact. These results highlight the need for strategic integration of AI-powered tools to optimize educational outcomes. The study provides recommendations for policymakers, educators, and technology developers to enhance chatbot effectiveness in education.