Factors Influencing Teacher Development in the Era of Artificial Intelligence

Abstract

This research entitled “Teacher Competency Development in the Era of Artificial Intelligence” aimed to (1) examine the factors influencing the development of teacher competencies in the era of artificial intelligence and (2) investigate teachers’ attitudes toward the use of artificial intelligence in teaching and learning. The sample consisted of 80 teachers selected through volunteer sampling. The research instrument was a teacher competency assessment form for the AI era. Data were analyzed using frequency, percentage, mean (M), standard deviation (S.D.), independent t-test, and one-way analysis of variance (One-way ANOVA).
The results revealed that:
1. Factors influencing the development of teacher competencies in the era of artificial intelligence
revealed that the overall level of teacher competencies was high (M = 4.32), particularly in the areas of attitudes and continuous learning. Significant factors affecting the development of teacher competencies included experience and frequency of using artificial intelligence technologies for instructional purposes (F = 10.71, p < .01). Teachers who used artificial intelligence on a daily basis or had more than three years of experience (F = 5.80, p < .01) demonstrated higher competency scores. This finding indicates that continuous use of artificial intelligence effectively enhances teachers’ skills, confidence, and self-directed learning. In addition, differences were found in some dimensions related to gender, age, and subject areas. Female teachers showed higher competencies in Dimension 1 (knowledge and skills), Dimension 3 (ethics and responsibility), and Dimension 5 (factors influencing competency development). Teachers in the science and technology subject group also demonstrated higher overall competency scores. However, educational level and teaching experience showed no statistically significant differences.
2. Regarding teachers’ attitudes toward the use of artificial intelligence in teaching and learning,
the findings indicated that teachers had positive attitudes at a high level (M = 4.39). Most teachers agreed that artificial intelligence enhances the effectiveness of instructional management, enables teachers to tailor instruction to individual learners, and significantly reduces administrative workload. However, some teachers expressed concerns regarding ethical issues, the accuracy of information, and the potential impact on the future role of teachers. These findings highlight the importance of maintaining a balance between the use of technology and adherence to professional ethics in teaching practice.