Exploring The Use of Teachy in Assisting with Teachers’ Workload

Abstract

The rapid advancement of educational technology has significantly transformed teaching practices, offering innovative tools that assist teachers in instruction, assessment, and administrative tasks. Among these, AI-based platforms such as Teachy are gaining popularity for their ability to automate repetitive processes, potentially assisting teacher workload and enhancing classroom effectiveness. Despite growing interest, limited research explores how teachers themselves perceive such tools in their daily practice. This study aims to explore teachers’ perspectives on the integration of the Teachy platform in managing their professional workload and improving instructional practices. Specifically, the research investigates how the platform impacts teaching activities, emotional responses, cognitive processes, and implementation challenges. A qualitative case study approach was employed to provide a rich, contextualised understanding of four public-school teachers in Lumajang Regency, East Java, Indonesia. Data were collected through in-depth interviews, structured classroom observations, and document analysis. Thematic analysis, using Braun & Clarke’s six-phase framework, guided the data interpretation process. Deductive and Inductive coding was applied, and data triangulation was conducted to enhance the credibility of the findings. The findings revealed eight major themes: (1) Impact on Teachers’ Workload, about how Teachy helps admin tasks; (2) Emotional Responses to Teachy; (3) Cognitive Processes in Adopting Teachy; (4) Changes in Pedagogical Practices; (5) Challenges and Barriers to Implementation; (6) Leadership support in digital transformation; (7) Teachers’ Collaboration in Using Teachy; and (8) Challenges in Implementation and Sustainability The study recommends that school leaders provide ongoing professional development and infrastructural support to facilitate the adoption of AI-based platforms like Teachy. Further research is encouraged to explore long-term impacts on student learning outcomes and teacher well-being in broader educational contexts.