A Case Study of Rural K-12 Teachers’ Experiences using Generative Artificial Intelligence and Workload Perceptions

This case study explored how teachers in a rural Alberta school district utilized generative artificial intelligence (GenAI). Adopting a sequential design, the research investigated the professional practices of experienced K-12 teachers through a two-phase data collection process. In the initial quantitative phase, an anonymous survey (N = 29) established broad patterns of adoption and perceived utility. These results informed the subsequent qualitative phase, in which semi-structured interviews provided deeper context for the survey trends. Analytically, the study integrated the Technology Acceptance Model (TAM) with Ertmer’s (1999) typology of first- and second-order barriers to examine how perceived utility intersects with the workload and efficiency paradox. The findings indicated that participants primarily integrated general chatbots into lesson planning, administrative tasks, and parent communication. While the quantitative data suggested a state of workload stasis, with many respondents reported no change in total working hours, the qualitative findings revealed a shift in the composition of teacher labor. This workload and efficiency paradox suggests that while GenAI acts as a tool for deintensification by reducing “administrative dread,” these efficiencies are often offset by new second-order barriers, specifically a verification burden related to student misuse and academic integrity. The results suggest that while GenAI facilitates the reallocation of teacher effort, it simultaneously introduces ethical concerns and the need for continuous oversight. This study contributes empirical insights into short-term adoption trends, emphasizing that the successful integration of GenAI requires professional learning that addresses both technical access and the shifting pedagogical demands of the GenAI era. By highlighting the nuances of the workload paradox, this research offers critical insights for educational leaders seeking to mitigate teacher burnout in the GenAI era.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Education Graduate Program – Educational Research

Grantor

Werklund School of Education

Year dc:date.issued

2026

Author dc:creator

• Baragar, Michelle Margaret

Advisor dc:contributor.advisor

• Brown, Barbara

Committee members dc:contributor.committeemember

• Jacobsen, Michele
• Eaton, Sarah

• Generative Artificial Intelligence in K-12 Education
• Teacher Workload Intensification
• Workload and Efficiency Paradox

Statement dc:rights

• Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

en

DOI

https://dx.doi.org/10.11575/PRISM/51253

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/124485