The level of perceived efficacy from teachers to access AI-based teaching applications

Abstract

The purpose of this study is to develop the ‘Teachers’ Efficacy Perceptions of the AI-based Teaching Applications (TEP-AITA) scale’ and to describe the analysis of the background variables and the differences between six factors in the application of an Artificial Intelligence (AI) teaching efficacy perceptions questionnaire. In total, 714 vocational senior high school teachers participated in random and cluster sampling in Taiwan. The results showed that the internal consistency reliability of the measure was .988 and that the reliability of the six subscales was .975, .971, .981, .976, .972, and .967. The results found that TEP-AITA scale included ‘Resource support’, ‘Innovative teaching’, ‘Cross-disciplinary’, ‘Professional learning’, ‘Learner demand’, and ‘Self-reflection’. ‘Cross-disciplinary’ and ‘Learner demand’ were highly rated, while ’Resource support’ was low. This study analyzed the differences in the perceived efficacy for AI-based teaching applications among teachers according to their background variables, such as their gender, current position, school attributes, teachers’ seniority, and application AI teaching experience. The research results on teacher background factors and the six factors of the TEP-AITA scale could be provided to education units for the active promotion of AI information technology teaching and training.