Abstract
This study examined the influence of artificial intelligence on teachers’ professional development in public senior secondary schools in Rivers State. Descriptive research design was used for the study. The researchers formulated four objectives of the study, four research questions and four hypotheses that guided the study. The population for this study consisted of all biology teachers in Etche Municipality with the population size of 73 biology teachers in all the public senior secondary schools in Etche Municipality. Stratified and simple random sampling methods were used in the study. The instrument used for data collection was self-structured questionnaire with 20 items, titled “Influence of Artificial Intelligence on Teachers’ Professional Development Questionnaire (IAITPDQ”. The instrument was validated using two experts in Measurement and Evaluation, Faculty of Education, Rivers State University. Cronbach Alpha method was used to achieve a reliability index of 0.85. The data gathered were analyzed using mean and standard deviation to answer the research questions while the hypotheses where tested using t-test statistical tool at 0.05 level of significance. Based on the analysis, the findings of the study revealed that over-reliance on AI tools and dependence on technology have negative influence on teachers’ professional development in public senior secondary schools in Rivers State. Based on the findings of the study, it was recommended that, School management should organize workshop programme for teachers on the danger of over reliance on AI and government and school management should not totally depend on AI tools to avoid job displacement.