English Language Arts Teachers’ Perceptions of Artificial Intelligence

Keywords

Artificial Intelligence, Secondary, Teachers' Perceptions

Abstract

We explored secondary English Language Arts teachers’ perceptions of Artificial Intelligence in the classroom. Using a mixed methods research design process, one hundred and forty-one secondary teachers were surveyed from several urban and suburban school districts in the state of Missouri. Respondents were comprised of forty-three English Language Arts teachers and ninety-seven non-English Language Arts teachers. Data were collected using a Qualtrics survey, focusing on three variables: Experience, Knowledge, and Awareness of AI (EKA); Perceived Outcomes of Using AI (PO); and Perceived Ability and Self-Efficacy with AI (PA). Independent t-tests were conducted and revealed a statistically significant difference in AI awareness between ELA and non-ELA teachers, with non-ELA teachers showing a higher familiarity with AI. No significant differences were found in the perceived outcomes or self-efficacy of these two groups. Thematic analysis of open-ended responses revealed strong concerns about academic dishonesty, student misuse, trust of, reduction of critical thinking skills, and ethical risks. There was limited recognition of instructional benefits from a minority of respondents. These findings highlight the importance of targeted professional development, strict and clear policies regarding usage, and the need for content specific training to ensure meaningful and responsible implementation of AI in secondary education.

Recommended Citation

Hookie, Andrew J. and Concannon, James P. (2026) "English Language Arts Teachers’ Perceptions of Artificial Intelligence," Mid-Western Educational Researcher: Vol. 38: Iss. 1, Article 16.
Available at: https://scholarworks.bgsu.edu/mwer/vol38/iss1/16