A Study of Instructors’ Confidence towards the Utilization of Chatgpt as an Educational Tool

This study aims to bridge a significant research gap by examining instructors’ confidence in effectively implementing ChatGPT as an educational tool. It dives into diverse aspects, investigating instructors’ self-belief in troubleshooting issues, adapting to various contexts, overseeing student interactions, and incorporating ChatGPT seamlessly into their teaching methods. The research employs a quantitative methodology, centering around an exploration of key questions. These questions aim to determine instructors’ institutional types, investigate the degree of instructors’ confidence, examining the level of acceptance of instructors towards the integration of ChatGPT as a tool for future teaching and learning practices, and assess the correlation between confidence and level of acceptance of ChatGPT. In the nutshell, there is a significant relationship between instructors’ confidence towards the usage of ChatGPT and instructors’ acceptance of ChatGPT as teaching and learning tool at the 0.05 level. The findings indicate 69% (r² = 0.69) of the instructor’s confidence level have an influence to the acceptance level of utilizing ChatGPT as the future of Teaching and Learning. As education continues to evolve, it should prioritize a strategy of collaboration, where educators, students, and technology work harmoniously, resulting in a dynamic and inclusive educational environment.