A survey of 222 high school teachers shows 57.0% of English teachers report a worsening attitude toward teaching since AI appeared, while confidence in responsible AI use sits at 45.5%, underscoring the urgent need for subject‑specific training and assessment redesign.
What Happened
In May, faculty from Central Washington University’s College in the High School program surveyed 222 high school math and English teachers to gauge how the emergence of artificial intelligence is affecting their teaching practices and attitudes.
The survey revealed that more than half of English teachers—57.0%—felt their overall attitude toward teaching had worsened since AI became more visible in classrooms. In contrast, a smaller portion of math teachers reported a similar shift.
When asked about confidence in guiding students to use AI responsibly, nearly half of the English respondents—45.5%—expressed confidence, whereas fewer math teachers felt similarly prepared.
These findings suggest that English teachers are experiencing a sharper decline in morale and a greater need for support as they navigate the challenges posed by AI.
What This Means For You
School leaders and district administrators should recognize that AI’s impact varies by discipline. A one‑size‑fits‑all policy is unlikely to address the distinct concerns of English and math teachers.
Invest in professional development that is tailored to each subject. For English teachers, this could mean workshops on redesigning writing assignments to emphasize critical thinking rather than relying on AI-generated text. For math teachers, focus on integrating AI tools that enhance problem‑solving while maintaining clear instructional goals.
Use teacher feedback as an early indicator of morale. A 57.0% decline in attitude among English teachers signals a potential retention risk that should be monitored before it translates into staffing challenges.
Why It Matters
As AI becomes more integrated into classrooms, the primary bottleneck appears to be teacher support rather than student misuse. English teachers, in particular, may feel less equipped to manage the new dynamics of student work, which could influence how learning is assessed and taught.
Providing subject‑specific resources and mentorship can help teachers build confidence, ensuring that AI serves as an educational ally rather than a source of frustration.
Key Takeaway
- Recognize the discipline‑specific differences in how AI affects teaching.
- Prioritize subject‑focused professional development and mentorship.
- Monitor teacher morale as an early warning sign of broader challenges.
Frequently Asked Questions
Why are English teachers more affected by AI than math teachers?
The survey indicates that English teachers report a higher percentage of negative change in attitude, suggesting that the nature of writing assignments and the ease with which AI can produce convincing prose may be contributing factors.
What should districts do first?
Begin by assessing how AI is currently being used in classrooms and identify areas where teachers feel least confident. From there, design targeted training programs that address those specific needs.
Does this survey prove AI is harming teaching?
No. The data reflects teachers’ self‑reported attitudes and confidence levels, not direct evidence of negative outcomes for students.
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