Examining the relationship between teachers' artificial intelligence literacy and technostress levels

The aim of this study is to evaluate the relationship between secondary school teachers' perceptions of artificial intelligence literacy and their technostress perception levels. Technostress defines the level of stress felt by individuals, especially professionals in the field of education, with the rapid development of technology, while artificial intelligence literacy refers to teachers' ability to understand, use and apply this new technology. In this context, a total of 311 secondary school teachers working in public schools in the central districts of Eskişehir province during the 2023-2024 academic year constituted the participant group of the study. This study, which was carried out using quantitative research method, was designed both to measure the level of understanding of educators about artificial intelligence and their knowledge on this subject and to understand the effects of technological developments on individuals. Through the data obtained, the relationship between the artificial intelligence literacy levels of teachers and the technostress perception levels they experience accordingly was analysed, and suggestions were developed for the improvement of educational practices. According to the findings, it was determined that teachers had moderate technostress and that technostress levels did not differ according to demographic characteristics. The research findings also revealed that teachers low level of artificial intelligence literacy did not have a significant relationship with their technostress levels. It is thought that the results of the research provide important findings in terms of shaping educational policies and teachers' professional development programmes.