Integrating Artificial Intelligence (AI) in Teachers' Continuous Development and Quality Assurance in Secondary School System in Bayelsa State, Nigeria.

Abstract The research focused on the integration of Artificial Intelligence (AI) into continuous teacher advancement and quality assurance within secondary schools in Bayelsa State, Nigeria. The paper targeted a population of 4,015 teachers across 208 public secondary schools located in the state’s eight Local Government Areas (LGA) during the 2023/2024 academic year. A total of 363 teachers, representing 9.04% of the population, were selected through a proportionate stratified sampling technique to serve as the study sample. The research employed a correlational survey design, and data were collected using a self-developed questionnaire titled Integrating Artificial Intelligence in Teachers’ Development and Quality Assurance in Secondary Education Questionnaire (IAITDQASEQ), which comprised 15 items. To ensure reliability, the instrument underwent internal consistency testing using Cronbach’s Alpha, which produced an overall reliability coefficient of 0.858, confirming its suitability for data collection. Descriptive statistics using the Pearson Product Moment Correlation Coefficient (PPMCC) were applied to answer the research questions, while Pearson’s r correlation matrix with alpha was used to test the null hypotheses at the 0.05 significance level. Findings from the study indicated that AI induction training had a statistically significant relationship with quality assurance in secondary school education within Bayelsa State. The study further concludes that, Workshop training and ICTs have significant relationship with quality assurance in secondary schools system in Bayelsa State, Nigeria. It was thus recommended among others that School administrators should promote induction training and should not hesitate to highly rely on workshop training because of its ability to motivate their observation of quality assurance in secondary schools system