Abstract
This study aims to assess the influence of TPACK and three sub-factors of teacher-student relationships teacher efficacy on elementary school teachers' career guidance capabilities using AI. Data were collected from 168 elementary school teachers in the Gyeongsang region via an online survey. Correlation and hierarchical regression analyses were conducted using SPSS 23.0. Results indicated that TPACK and efficacy for intimacy exhibited the highest correlation with career guidance capabilities using AI, while efficacy for understanding and tolerance, and efficacy for expressing interest showed relatively lower correlations. Hierarchical regression analysis confirmed that Model 3, which included TPACK, efficacy for intimacy, efficacy for understanding and tolerance, and efficacy for expressing interest, was the most appropriate. Efficacy for intimacy had the highest relative influence, followed by TPACK, efficacy for understanding and tolerance, and efficacy for expressing interest These findings highlight the importance of enhancing TPACK and teacher efficacy in teacher-student relationships through targeted teacher education and training programs to improve career guidance capabilities using AI. The study discusses the educational implications and significance of these findings for strengthening elementary school teachers' competencies in career guidance using AI.
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