Teachers’ Workload Efficacy and Challenges Associated With Chatgpt Adoption among Public Elementary Teachers in Zone III, Schools Division of Zambales

Abstract

This study aimed to determine the teachers' workload efficacy and challenges associated with ChatGPT adoption among public elementary teachers in Zone III, Schools Division of Zambales, during the School Year 2025–2026. Using a descriptive-correlational research design, 163 public elementary teachers were selected through simple random sampling. Data were gathered using a validated researcher-designed questionnaire measuring ChatGPT use frequency, perceived opportunities, workload efficacy, and integration challenges. Findings revealed that teachers frequently used ChatGPT for instructional and administrative tasks, particularly for administrative work. They perceived ChatGPT as offering opportunities for professional growth, instructional innovation, learner engagement, and resource access. ChatGPT was rated as having a "Great Extent" of workload efficacy, though integration faced challenges, particularly ethical concerns. Significant differences in ChatGPT use were observed across demographic variables, and positive relationships were found among perceived opportunities, workload efficacy, and challenges. Based on these findings, a training program was developed to enhance teachers' effective and responsible use of ChatGPT. This study provides insights into how ChatGPT supports workload efficacy and offers a basis for designing training programs that strengthen responsible AI use in education.