Abstract
This study investigates the perceptions of secondary English teachers regarding the integration of generative artificial intelligence (GAI) in the classroom, with a focus on tools like ChatGPT. Generative AI, distinct from traditional AI, creates original content, presenting unique opportunities and challenges for educators. The research explores how these technologies are viewed in terms of their potential to enhance student learning, the ethical and practical concerns they raise, and their influence on teaching practices. Initial survey methodology with mixed-methods analysis were employed to capture diverse teacher perspectives. The findings reveal a blend of optimism about improved engagement and creativity alongside concerns about over-reliance on technology and teacher preparedness. The study underscores the importance of targeted professional development and offers insights to guide educators, administrators, and policymakers in supporting the ethical and effective use of generative AI (GAI) in education.