The relationship between secondary school teachers' computer and in-ternet self-efficacy and artificial intelligence concerns

In today's education system, where artificial intelligence technologies are increasingly gaining importance in the field of education, understanding the relationship between teachers' computer self-efficacy levels and their concerns about artificial intelligence applications is of critical importance for the success of applications to be made in education. In this study, it was attempted to determine the relationship between teachers' concerns about the use of artificial intelligence techniques at secondary school levels and their self-efficacy perceptions regarding computer and internet use, and in parallel, their views on artificial intelligence applications in education. Secondary school teachers' artificial intelligence concerns and computer self-efficacy were addressed separately, and their differentiation status according to independent variables was attempted to be determined.The research was carried out in the form of a survey application, which is a quantitative data collection tool from general screening models, and the "Artificial Intelligence Anxiety (AIA) Scale" and "Computer and Internet Usage Self-Efficacy (BIKÖY)" scales were used as data collection tools. 204 secondary school teachers working in Salihli district of Manisa in the spring semester of the 2023-2024 academic year participated in the research.In the research, semi-structured interviews were conducted with teachers on artificial intelligence applications to analyze and interpret the data. In the analysis of secondary school teachers' views on the use of artificial intelligence in education, the steps of finding themes and sub-themes, coding data, and interpreting the findings were followed. The research was conducted with 23 teachers using the convenience sampling method. As a result of the research, it was seen that secondary school teachers' artificial intelligence concerns were at a moderate level and their computer and internet use self-efficacy was at a high level. A significant, negative, and very low correlation was found between secondary school teachers' artificial intelligence concerns and computer self-efficacy. According to these results, in order to reduce teachers' concerns about artificial intelligence and improve their computer self-efficacy, comprehensive in-service training should be organized, awareness-raising programs should be offered, strategies supporting technology integration should be developed by providing technical support, and teachers' competencies in this area should be increased. In addition, knowledge sharing should be encouraged with practical experiences and long-term strategies should be created. These measures have a critical role in ensuring that teachers use artificial intelligence technology effectively in education and have a more positive view of artificial intelligence applications.