Generative AI for Teachers’ Self-Directed Professional Development: A Mixed-Methods Study

Abstract This study explores the use of generative AI, exemplified by ChatGPT, for self-directed professional development (SDPD) among K-12 schoolteachers. Specifically, it examines how ChatGPT assists teachers in their instructional practices and teaching methods, supports their SDPD, and explores teachers' perceptions of its role in this process. Based on Garrison’s (Garrison, Adult Education Quarterly 48:18–33, 1997) self-directed learning framework, we utilized a mixed-method approach to collect and analyze 298 completed survey responses, five individual semi-structured interviews, and documents (e.g., ChatGPT chat history regarding SDPD usage). Our research found that teachers primarily used ChatGPT to get inspiration and structure for classroom pedagogies, class activities, and lesson plans. Notably, while schoolteachers’ motivation for SDPD was generally passive due to teaching pressure; ChatGPT, in fact, played an important role in motivating teachers to advance their SDPD. Teachers demonstrated high self-management and self-monitoring capabilities in using ChatGPT for self-directed professional development (SDPD), including the ability to apply a variety of learning strategies and track time and goals while using ChatGPT for SDPD. In addition, teachers generally felt confident when interacting with ChatGPT for SDPD purposes. The findings of this research suggest strategies for teachers to enhance their teaching performance through the integration of ChatGPT. These findings may also be beneficial to policymakers and educators seeking to understand the potential of ChatGPT in supporting SDPD and inform future explorations of its role in informal learning contexts.