Examining School Principals’ and Teachers’ Perceptions of Using ChatGPT in Education
pp. 85-96 | Published Online: October 2024 | DOI: 10.22521/edupij.2024.133.5
Yasemin Cetin , Özgür Taş , Halil Alakuş , Halil İbrahim Kaplan
Full text PDF | 89 | 46
Abstract
Background/purpose. ChatGPT has become one of the groundbreaking examples of artificial intelligence-based chatbots with its capacity to produce texts and engage in human-like conversations. Therefore, it has garnered the attention of people with diverse backgrounds, including educational professionals. The current study aims to investigate how school principals and teachers perceived the use of ChatGPT in education and reveal their attitudes towards using AI-based tools to facilitate the teaching-learning experience. Materials/methods. The study was designed using the qualitative case study method since it aimed to gather detailed information regarding school principals’ and teachers’ perceptions of ChatGPT. Data was collected from 80 teachers and school principals selected purposefully from public primary, secondary, and high schools. Data was analyzed using content analysis techniques by synthesizing codes into categories and themes. Results. The study revealed four major themes regarding school principals’ and teachers’ perceptions of ChatGPT: overall perceptions, perceived opportunities, perceived risks, and the effective use of ChatGPT. The participants referred to several advantages of using ChatGPT in education such as lesson planning, offering customized learning, and enabling easy and fast access to information. They were also cautious about some risks such as ethical and responsible use, the likelihood of encouraging dishonesty, free-riding, cheating, or plagiarism as well as weakening students’ cognitive skills. Due to its potential to provide inaccurate information depending on the reliability of its data source, they were also doubtful that it could provide students with false guidance in its current form. The participants also made some recommendations to make better and more effective use of ChatGPT in education such as providing ongoing training for both teachers and students on recent developments, increasing the reliability of its data sources through continuous tests, and aligning its capacity with the readiness and age of students. |
Conclusion. The current study showed that school principals and teachers had sufficient knowledge of ChatGPT and mostly had a positive attitude towards its use in education despite some risks. Combined with the findings of prior studies, the current results suggest taking several steps to minimize the risks and offering both pre-and in-service training to teachers for more effective use.
Keywords: ChatGPT in education, artificial intelligence, chatbots, school principal, teacher
ReferencesAbbas J., & Gasmi S. (2024). Generative AI and education: enhancing cognitive skills through ChatGPT integration. https://doi.org/10.13140/RG.2.2.28520.07688
Akgün, E. (2023). Eğitim vizyonunda dijital dönüşüm [Digital transformation in education vision]. Seta Perspektif, 233, 1-6. https://www.setav.org/assets/uploads/2019/03/233p.pdf
Aktay, S., Gök, S., & Uzunoğlu, D. (2023). Eğitimde ChatGPT [ChatGPT in education]. Türk Akademik Yayınlar (TAY) Dergisi, 7 (2), 378-406. https://doi.org/10.29329/tayjournal.2023.543.03
Bostrom, N., & Yudkowsky, E. (2011). The ethics of artificial intelligence. In Artificial intelligence safety and security (pp. 57-69). Chapman and Hall/CRC.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Creswell, J. W. (2013). Qualitative research design: choosing among five approaches (2nd edition). Sage.
Eren, Z. (2021). Eğitimde yapay zekâ uygulamaları ve geleceğe ilişkin yönelimler [Artificial intelligence applications in education and future trends]. In N. Ö. İyigün, M. K. Yılmaz (Ed.) Yapay zekâ: güncel yaklaşımlar ve uygulamalar [Artificial intelligence: contemporary approaches and applications] (pp. 187-212). Beta.
Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2023). ChatGPT in education: global reactions to AI innovations. Scientific Reports, 13(1), 15310. https://doi.org/10.1038/s41598-023-42227-6
Karakose, T. (2023). The utility of ChatGPT in educational research—potential opportunities and pitfalls. Educational Process International Journal, 12(2), 7-13. https://doi.org/10.22521/edupij.2023.122.1
Karakose, T. (2024). Will Artificial Intelligence (AI) make the school principal redundant? A preliminary discussion and future prospects. Educational Process: International Journal, 13(2), 7-14. https://doi.org/10.22521/edupij.2024.132.1
Karakose, T., & Tülübaş, T. (2023). How can ChatGPT facilitate teaching and learning: implications for contemporary education. Educational Process International Journal, 12(4), 7-16. https://doi.org/10.22521/edupij.2023.124.1
Karakose, T., & Tülübaş, T. (2024). School leadership and management in the age of Artificial Intelligence (AI): Recent developments and future prospects. Educational Process: International Journal, 13(1), 7-14. https://doi.org/10.22521/edupij.2024.131.1
Karakose, T., Demirkol, M., Aslan, N., Köse, H., Yirci, R., & Tülübaş, T. (2023). A conversation with ChatGPT about the impact of the COVID-19 pandemic on education: a comparative review based on human-AI collaboration. Educational Process International Journal, 12(3), 7-25. https://doi.org/10.22521/edupij.2023.123.1
Karakose, T., Kardas, A., Kanadlı, S., Tülübaş, T., & Yildirim, B. (2024). How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study. Behavioral Sciences, 14(2):85. https://doi.org/10.3390/bs14020085
Karakose, T., Leithwood, K., & Tülübaş, T. (2024). The Intellectual Evolution of Educational Leadership Research: A Combined Bibliometric and Thematic Analysis Using SciMAT. Education Sciences, 14(4):429. https://doi.org/10.3390/educsci14040429
Kazu, İ. Y., & Özdemir, O. (2009). Öğrencilerin bireysel özelliklerinin yapay zeka ile belirlenmesi (Bulanık mantık örneği) [Determining individual characteristics of students with artificial intelligence – the case of fuzzy logic]. Akademik Bilişim, 11-13. https://ab.org.tr/ab09/kitap/kazu_ozdemir_AB09.pdf
Kırtay, S. (2023). Artificial intelligence in the education sector in Türkiye: opportunities and challenges. Uluslararası Psiko-Sosyal Eğitim Araştırmaları Dergisi, 3(5), 273-284.
Memarian, B. & Doleck, T. (2023). ChatGPT in education: Methods, potentials, and limitations. Computers in Human Behavior, 1(2), 100022. https://doi.org/10.1016/j.chbah.2023.100022
Mhlanga, D. (2023). ChatGPT in education: exploring opportunities for emerging economies to improve education with ChatGPT SSRN. http://dx.doi.org/10.2139/ssrn.4355758
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Noever, D., & McKee, F. (2023). Numeracy from literacy: Data science as an emergent skill from large language models. arXiv, https://doi.org/10.48550/arXiv.2301.13382
Oranga, J. (2023). Benefits of artificial intelligence (ChatGPT) in education and learning: is ChatGPT helpful? International Review of Practical Innovation, Technology and Green Energy (IRPITAGE), 3(3), 46-50. https://radjapublika.com/index.php/IRPITAGE
Papadakis, S., Gözüm, A.İ.C., Kaya, Ü.Ü., Kalogiannakis, M., & Karaköse, T. (2024). Examining the Validity and Reliability of the Teacher Self-Efficacy Scale in the Use of ICT at Home for Preschool Distance Education (TSES-ICT-PDE) Among Greek Preschool Teachers: A Comparative Study with Turkey. In: Papadakis, S. (eds) IoT, AI, and ICT for Educational Applications. EAI/Springer Innovations in Communication and Computing. Springer, Cham. https://doi.org/10.1007/978-3-031-50139-5_1
Parlak, B. (2017). Dijital çağda eğitim: Olanaklar ve uygulamalar üzerine bir analiz [Education in the digital age: An analysis of opportunities and applications]. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 22, 1741-1759.
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783. https://doi.org/10.3390/app13095783
Sarsıcı, E., & Çelik, A. İ. (2019). Eğitimde dijital dönüşüm için bir model önerisi [A proposed model for digital transformation in education]. In Uluslararası ‘Eğitimde ve Sosyal Bilimlerde Yenilikler’ Sanal Sempozyumu Tam Metin Bildiri Kitabı (pp. 339-349). Gazi Üniversitesi
Sok, S., & Heng, K. (2024). Opportunities, challenges, and strategies for using ChatGPT in higher education: A literature review. Journal of Digital Educational Technology, 4(1), ep2401.
Whalen, J., & Mouza, C. (2023). ChatGPT: challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1-23. https://www.learntechlib.org/primary/p/222408/.
Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin.
Yılmaz, K., & Arık, R. S. (2019). Eğitimde araştırma yöntemleri [Research methods in education]. Pegem.
Zeide, E. (2019). Artificial intelligence in higher education: Applications, promise and perils, and ethical questions. Educause Review, 54(3), 31-39. https://er.educause.edu//media/files/articles/2019/8/er193104.pdf
Zhai, X. (2022). ChatGPT user experience: implications for education. SSRN, https://dx.doi.org/10.2139/ssrn.4312418
EDUPIJ News!
► Journal Metrics
► EDUPIJ Statistics from Scopus
CiteScore: 3.4, view Scopus page
► Educational Process: International Journal is member of the Committee on Publication Ethics (COPE).
► New issue coming soon! (Volume 13 Issue 4, 2024)