TEACHERS' PERSPECTIVES ON THE USE OF AI CHATBOTS FOR PROVIDING EMOTIONAL SUPPORT TO SECONDARY SCHOOL STUDENTS IN AWKA EDUCATION ZONE, ANAMBRA STATE

Abstract

This study explores the potential role and integration of AI chatbots in providing emotional support within the secondary school system in Awka, Anambra State. Recognizing the increasing need for accessible mental health resources for students, the research investigates perceptions, benefits, and challenges associated with implementing AI-driven support tools in educational settings. This study employed a descriptive survey design to gather and analyze data regarding teachers' perspectives on the use of AI chatbots for providing emotional support to secondary school students. According to the latest records from the Anambra State Education Office, there are approximately 300 secondary school teachers in the zone. A stratified random sampling technique will be used to ensure representation across different school types (public, private) and subject areas. A sample size of 150 teachers was selected using Krejcie and Morgan’s (1970) table for finite population sampling, which provides an adequate representation while considering logistical constraints. Instrument used was structured questionnaire. The validity of the instrument was determined by threeexperts. Two from Test Measure and Through surveys and interviews with students, teachers, and school administrators, the study aims to assess the acceptability and effectiveness of AI chatbots in enhancing student well-being. The findings will offer practical recommendations for integrating AI technology into existing mental health frameworks, ultimately contributing to improved emotional support services and fostering a healthier, more supportive learning environment.