Impact of ChatGPT Usage on the Well-being and Work Engagement of Non-University Teachers
DOI:
https://doi.org/10.62305/alcon.v5i5.891Keywords:
Artificial Intelligence, ChatGPT, Work-related well-being, Life satisfaction, Teacher well-beingAbstract
Generative artificial intelligence has redefined contemporary educational dynamics, evolving from a technological novelty into a structural component that raises critical questions regarding its influence on teachers' professional quality of life. The objective of this research was to analyze the impact of ChatGPT usage and its relationship with work related well being specifically vigor, dedication, absorption, and life satisfaction among non university teachers in Ecuador. The methodology employed a quantitative approach with a descriptive scope and a non experimental cross sectional design. The sample consisted of 140 teachers selected via non probabilistic sampling. Data were collected using the ChatGPT Use and Perception Questionnaire, the Utrecht Work Engagement Scale (UWES), and the Satisfaction with Life Scale (SWLS), all demonstrating high internal consistency. Results indicated that teachers use ChatGPT with moderate frequency (M = 15.37), primarily for material planning and self training, acknowledging high perceived utility (M = 19.61$) over perceived risks. High levels of work-related well-being were reported, with vigor being particularly notable (M = 29.44). Correlational analysis demonstrated that, while there is a positive affective attitude toward the tool, ChatGPT usage does not show a direct significant correlation with the dimensions of work-related well-being in this context. It is concluded that although AI is valued as an efficient assistant that optimizes time, its current adoption is instrumental and does not solely determine teacher engagement. This suggests that well-being depends on structural factors broader than mere technological implementation.
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