TY  - JOUR
T1  - TEACHING PROFESSION IN THE AGE OF ARTIFICIAL INTELLIGENCE: THE HAPPY TEACHER AND SELF-EFFICACY
TT  - Teaching Profession in the Age of Artificial Intelligence: The Happy Teacher and Self-efficacy
AU  - Fidan, Mustafa
PY  - 2025
DA  - June
Y2  - 2025
DO  - 10.62666/eujmr.1642579
JF  - EUropean Journal of Managerial Research (EUJMR)
JO  - Turkçe ve İngilizce
PB  - Himmet KARADAL
WT  - DergiPark
SN  - 2602-4179
SP  - 23
EP  - 41
VL  - 9
IS  - 16
LA  - en
AB  - This study investigates the relationship between teachers' self-efficacy in the use of artificial intelligence (AI) and their happiness levels. This study, based on the relational survey model, was conducted with data collected from 443 teachers. In the study, teachers' self-efficacy perceptions about AI technologies and their general happiness levels were evaluated. The findings show that teachers who feel competent in using AI technology experience higher levels of professional satisfaction and happiness. The study emphasises that the changing nature of education, especially with the increasing use of online and digital tools, requires teachers to adopt and adapt to new technologies. Thus, artificial intelligence tools are envisaged as assistants supporting the teaching profession. The results show that Technological Skills and Comfort dimensions have the strongest effects on teachers' happiness. Therefore, it is of great importance to provide support and training programmes to increase teachers' digital competencies. The study also emphasises that teachers' digital competences are not only limited to technical skills, but also contribute to their overall well-being. The findings encourage the integration of AI-based tools into teachers' professional development processes to promote sustainable transformations in education.  Future research is recommended to examine the impact of AI on teachers' well-being and professional development.
KW  - Artificial Intelligence
KW  - Self-efficacy
KW  - Happiness
KW  - Teacher.
N2  - Bu çalışma, öğretmenlerin yapay zeka (YZ) kullanımındaki öz yeterlilikleri ile mutluluk düzeyleri arasındaki ilişkiyi araştırmaktadır. İlişkisel tarama modeline dayanan bu çalışma, 443 öğretmenden toplanan verilerle gerçekleştirilmiştir. Çalışmada, öğretmenlerin yapay zeka teknolojileri hakkındaki öz yeterlilik algıları ve genel mutluluk düzeyleri değerlendirilmiştir. Bulgular, YZ teknolojisini kullanma konusunda kendilerini yetkin hisseden öğretmenlerin daha yüksek düzeyde mesleki tatmin ve mutluluk yaşadıklarını göstermektedir. Çalışma, özellikle çevrimiçi ve dijital araçların kullanımının artmasıyla birlikte eğitimin değişen doğasının, öğretmenlerin yeni teknolojileri benimsemesini ve bunlara uyum sağlamasını gerektirdiğini vurgulamaktadır. Böylece, yapay zeka araçları öğretmenlik mesleğini destekleyen yardımcılar olarak öngörülmektedir. Sonuçlar, Teknolojik Beceriler ve Konfor boyutlarının öğretmenlerin mutluluğu üzerinde en güçlü etkilere sahip olduğunu göstermektedir. Dolayısıyla öğretmenlerin dijital yetkinliklerini artırmaya yönelik destek ve eğitim programlarının sağlanması büyük önem taşıyor. Çalışma ayrıca öğretmenlerin dijital yetkinliklerinin sadece teknik becerilerle sınırlı olmadığını, aynı zamanda genel refahlarına da katkıda bulunduğunu vurgulamaktadır. Bulgular, eğitimde sürdürülebilir dönüşümleri teşvik etmek için yapay zeka tabanlı araçların öğretmenlerin mesleki gelişim süreçlerine entegrasyonunu teşvik etmektedir. YZ'nin öğretmenlerin refahı ve profesyonel gelişimi üzerindeki etkisini incelemek için gelecekte araştırma yapılması önerilmektedir.
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UR  - https://doi.org/10.62666/eujmr.1642579
L1  - https://dergipark.org.tr/tr/download/article-file/4621806
ER  -