In teachers between artificial intelligence anxiety and individual innovation and AI literacy examining the

The purpose of this study is to examine the relationship between secondary school teachers' artificial intelligence anxiety, individual innovativeness, and artificial intelligence literacy, and to evaluate it according to the independent variables of gender, institution, professional seniority, and subject group. To this end, the demographic characteristics of teachers, along with their artificial intelligence anxiety, individual innovativeness, and artificial intelligence literacy levels, were analysed. The research population consisted of 1,495 secondary school teachers actively working in official educational institutions in a province in eastern Turkey. Data were collected from a total of 365 individuals, including 172 women and 193 men, using the convenience sampling technique, which is one of the non-random sampling methods. In this study, the correlational survey model, one of the quantitative research methods, was used. During the data collection process, the Personal Information Form, Artificial Intelligence Anxiety Scale (YZKÖ), Individual Innovation Scale (BYÖ), and Artificial Intelligence Literacy Scale (YZOÖ) were used. The obtained data were analysed using the SPSS 22.0 programme. The demographic characteristics of the participants were presented using descriptive statistics (frequency, percentage, arithmetic mean, and standard deviation). Since the data showed a normal distribution, parametric tests were used in the analysis process; in this context, independent samples t-test, one-way analysis of variance (ANOVA), and correlation analysis were performed. The study found that teachers' artificial intelligence anxiety was moderate, their individual innovativeness was low, and their artificial intelligence literacy was high. Although no significant differences were found in the total scores obtained from the scales in terms of demographic variables, significant differences were found in some sub-dimensions. Weak negative correlations were found between AI anxiety and individual innovativeness; weak positive correlations between individual innovativeness and AI literacy; and weak negative correlations between AI literacy and AI anxiety. It was observed that teachers had a high level of awareness regarding artificial intelligence, but this awareness was generally limited to theoretical knowledge and was not sufficiently reflected in practice. Furthermore, it was found that teachers with high levels of individual innovativeness and artificial intelligence literacy had lower levels of anxiety towards artificial intelligence.