Authors: Mohamad Siraj
Abstract: This study examines the impact of artificial intelligence (AI) on human resource efficiency among secondary teachers in international schools. While AI is increasingly promoted as a means to reduce teacher workload and enhance productivity, empirical evidence from school settings—particularly international schools—remains limited. The research focuses on how AI is used in teachers’ work, how it affects perceived workload and efficiency, and how organisational conditions shape these effects. A quantitative, cross-sectional survey design was employed. Data were collected from 150 secondary teachers working in 18 international schools, using a structured online questionnaire. The instrument captured AI usage patterns, perceptions of AI (perceived usefulness, perceived ease of use, AI anxiety, autonomy), HR-efficiency outcomes (perceived administrative workload, instructional efficiency, overall efficiency, job satisfaction) and organisational factors (leadership support, training and infrastructure). Descriptive statistics, reliability and factor analyses, correlations and multiple regression models were used to analyse the data. Findings indicate that AI is widely used for lesson planning, resource creation and assessment, but less so for administrative work and rarely for pastoral care or live classroom interaction. Teachers generally perceive AI as useful and moderately easy to use, yet administrative workload remains high. Perceived usefulness and actual AI usage are strong positive predictors of instructional and overall efficiency, and are associated with somewhat lower perceived administrative workload. AI anxiety is linked to higher workload and lower efficiency. Organisational support—through leadership, training and clear policies—consistently amplifies positive outcomes and reduces anxiety. The study concludes that AI currently offers incremental rather than transformative efficiency gains. Its contribution to human resource efficiency and teacher well-being depends on strategic, task-focused implementation and supportive organisational conditions, rather than on technology alone. Recommendations are offered for school leaders, HR practitioners and teachers, alongside directions for future research on AI, workload and sustainability in international education.
DOI: http://doi.org/10.5281/zenodo.17785987
