With the rapid development of intelligent technologies, artificial intelligence is profoundly reshaping social structures and the educational ecosystem. As a representative of generative artificial intelligence, ChatGPT, with its powerful natural language generation and interaction capabilities, offers new possibilities for alleviating the workload of primary and secondary school teachers. Based on a systematic review of the sources and manifestations of teacher workload, this paper analyzes its specific manifestations in both teaching and non-teaching tasks. It notes that current research on workload reduction predominantly focuses on macro-level institutional and theoretical approaches, while technical support for specific work practices remains insufficient. Through theoretical analysis and scenario deduction, this study explores the potential application pathways for ChatGPT in teachers' work contexts. The findings indicate that ChatGPT can harmonize professional development with efficiency gains in pedagogical work by efficiently generating teaching resources and assisting with lesson design and assignment evaluation. Simultaneously, for non-teaching tasks—such as administrative documentation, home-school communication, and safety inspections— it can integrate resources and optimize processes, thereby achieving a balance between resource provision and time savings. The research demonstrates that ChatGPT, as an intelligent assistant, holds direct and efficient application value in reducing the burden on primary and secondary school teachers. This approach helps address the practical issues of excessive working hours and psychological stress faced by teachers. Moving forward, under the premise of its rational use, further exploration of systematic application pathways within educational settings is warranted to advance the intelligent evolution of teacher workload reduction mechanisms.
