ARTIFICIAL INTELLIGENCE AS A PREDICTOR OF TEACHERS’ PROFESSIONAL DEVELOPMENT EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

This study examined artificial intelligence as a predictor of teachers’ professional development effectiveness in public secondary schools in Anambra State. It was guided by three research questions and three hypotheses. The study adopted a correlational research design. The population comprised 6598 teachers in public secondary schools in Anambra State. The sample size was 660 teachers. A multistage sampling technique was employed for sample the selection. The study used two self-structured instruments: Artificial Intelligence Questionnaire (AIQ) and Professional Development Effectiveness Questionnaire (PDEQ). Three research experts validated the questionnaire. The instruments were subjected to a pilot study, and Cronbach’s Alpha was used to test its internal consistency. The average coefficient for AIQ was 0.80, and the reliability coefficient for PDEQ was 0.82. The copies of the questionnaires were administered directly to the sampled teachers at their schools. Simple linear regression analysis was used to answer all research questions and test all null hypotheses at the 0.05 level of significance. The findings revealed that artificial intelligence significantly predicts teachers’ professional development effectiveness in public secondary schools in Anambra State through its key dimensions of AI-supported training, AI usage and AI competence. AI-supported training enhances adaptive learning and instructional improvement, while AI usage strengthens practical engagement and reflective teaching practices. AI competence equips teachers with the necessary skills and confidence to effectively integrate technology into teaching. Based on the findings of the study, it was recommended that Government and educational stakeholders should integrate AI-supported training programs into regular teacher professional development initiatives in public secondary schools. School administrators should encourage and monitor consistent AI use among teachers to strengthen instructional delivery and reflective practice.