Authors: Dr. Sanjeeta Kumari
Abstract: The rapid advancement of Artificial Intelligence (AI) technologies has created new opportunities for innovation in the education sector, particularly in supporting teachers in their professional responsibilities. With increasing demands on educators to balance instructional delivery, administrative work, student engagement, and continuous professional development, workload management has emerged as a critical concern that directly influences teacher well-being. This study explores the impact of AI tools on teacher workload and professional well-being, drawing attention to the ways in which automation, intelligent data processing, and adaptive learning systems are reshaping the daily realities of educators. AI-driven platforms are increasingly being utilized to streamline administrative duties such as grading, attendance tracking, scheduling, and report generation, thereby reducing the time teachers spend on repetitive tasks. In addition, intelligent tutoring systems and learning analytics provide data-driven insights into student progress, enabling teachers to design more targeted instructional strategies. By automating routine responsibilities, AI tools create space for educators to focus on meaningful interactions with students, personalized mentoring, and creative aspects of teaching. However, while the potential benefits are significant, the integration of AI into educational contexts also raises important challenges. Teachers are required to adapt to new digital environments, acquire technical competencies, and adjust to changing classroom dynamics shaped by AI-driven practices. Ethical considerations, such as data privacy, algorithmic bias, and the risk of over-reliance on technology, further complicate the discourse on AI adoption in schools and higher education institutions. The study emphasizes that teacher well-being cannot be understood solely in terms of workload reduction, but must also consider broader dimensions such as professional autonomy, job satisfaction, and psychological resilience. Evidence suggests that when AI tools are thoughtfully integrated within supportive institutional frameworks, they have the capacity to alleviate burnout, improve work-life balance, and promote a sense of professional empowerment among teachers. Conversely, poorly implemented AI systems risk reinforcing existing challenges by increasing dependence on technology without adequately addressing the human-centered needs of educators. Overall, the findings underscore the dual role of AI as both a facilitator of workload reduction and a catalyst for professional transformation. Successful integration requires continuous teacher training, collaborative decision-making, and clear policy guidelines to ensure that AI enhances rather than undermines educational practice. The study concludes that a balanced and ethical approach to AI adoption has the potential to not only reduce workload but also strengthen teacher well-being, thereby contributing to sustainable and inclusive educational development.
DOI: http://doi.org/10.5281/zenodo.17801805
