The Intention to Learn Artificial Intelligence and its Relationship to the Methodological Self-Efficacy of Secondary School Teachers

Abstract

Abstract:

The current research aims to identify:

1. The intention to learn artificial intelligence among secondary school teachers.
2. The professional self-efficacy of secondary school teachers.
3. The correlation between the intention to learn artificial intelligence and the professional self-efficacy of secondary school teachers.
4. The differences in the correlation between the intention to learn artificial intelligence and the professional self-efficacy of primary school teachers according to the gender variable (male-female). To achieve the objectives of the current research, the researcher adopted the scale (Lu et al., 2024), consisting of (10) items, to measure teachers' intention to learn artificial intelligence, and the scale (R. Portia, 2016), consisting of (14) items, to measure professional self-efficacy. After extracting the psychometric properties of both scales, the researcher administered them to a sample of (400) male and female teachers. After statistical analysis of the data, the following results appeared:
5. Teachers possess an intention to learn artificial intelligence.
6. Teachers possess professional self-efficacy.
7. There is a statistically significant correlation between the intention to learn artificial intelligence and professional self-efficacy among secondary school teachers.
8. There are no statistically significant differences in the correlation between the intention to learn artificial intelligence and professional self-efficacy among primary school teachers based on the gender variable (male-female).

In light of the results of the current research, the researcher formulated a set of recommendations and suggestions.