New research reveals 44 per cent of teachers believe they are "cheating" when using AI for core teaching tasks.

The survey, which was carried out by YouGov for Bett, reported that 44 per cent of teachers that use AI feel they're ‘not doing their job properly’. Yet those same educators report meaningful reductions in administrative burden with 34 per cent experiencing decreased workload compared to just 3 per cent reporting increases.

Nearly half (49 per cent) of all teachers now use artificial intelligence at least monthly. And while the technology promises to address the profession's chronic workload crisis, it's creating an unexpected emotional toll.

The nationally representative survey of 1,023 teachers – which was carried out by YouGov for Bett, the annual education technology exhibition – paints a picture of uneven progress. Weekly usage has reached 26 per cent, but daily adoption remains stubbornly low at just 8 per cent. Senior leaders show greater confidence, with 32 per cent using AI weekly.

Over half (54 per cent) of teachers observe a clear divide in their schools between AI-confident colleagues and those struggling with adoption. Nearly one-third (31 per cent) feel intimidated by their students' superior AI knowledge. A quarter (26 per cent) worry about the growing gap between student abilities and their own.

These feelings matter because they could derail adoption. Despite government investment in AI educational tools and plans for mandatory AI training for new teachers – implementation remains patchy. Just 52 per cent of schools have officially adopted AI, though this marks improvement from 31 per cent in 2024.

However, the professional anxiety appears misplaced. Among actual AI users, 49 per cent report feeling less stressed. A third (34 per cent) feel empowered. Only 10 per cent describe feeling overwhelmed or confused. The majority experience AI as supportive rather than threatening.

When asked what would increase their AI understanding, 55 per cent want hands-on training sessions. Nearly half (47 per cent) seek examples of successful implementation from other schools. More than a third (38 per cent) desire clear policies and evidence-based research on educational benefits.

Student concerns add another layer of complexity. Seventy per cent of teachers worry about plagiarism. Two-thirds (64 per cent) fear inaccurate AI-generated information.

What's more, a technology gap between state and independent schools is also compounding these challenges. Sutton Trust research from the summer shows independent schoolteachers are twice as likely to receive formal AI training. This disparity – they warn – could worsen existing educational inequalities unless addressed.

According to the research, almost half (46 per cent) of teachers receive no AI support from their schools. This leaves educators experimenting independently, often without guidance or institutional backing.

Looking ahead, teachers demonstrate cautious optimism about their personal AI journey. Two-thirds (68 per cent) expect to increase usage over the next 12 months. However, they remain divided about AI's overall educational impact. Over a third (36 per cent) believe negatives outweigh benefits, while 44 per cent disagree.

Duncan Verry, Portfolio Director at Bett, said “The human elements of teaching - those essential transferable life skills, empathetic connections, and personalised support that teachers know AI cannot replicate - remain firmly in educators' hands.

“This is not a battle between humans and machines, but rather teachers working with intelligent tools to achieve better educational outcomes. AI isn't about replacing teachers. It's offering them the chance to focus more on what they do best: inspiring, guiding, and nurturing young people’s minds.

“But as we all continue to manage this new AI environment, senior leaders must take decisive action to find budget, space and time to train their teachers about AI’s potential.

“We need to address the training gap that currently leaves almost half of teachers without proper AI support from their schools. Schools that are willing to collaborate and pool resources, insights and expertise will benefit. It’s only by acknowledging the progress and the challenges that we’ll be able to ensure AI enhances education rather than creates new burdens.”