Examining the relationships between artificial intelligence literacy, AI-TPACK, job satisfaction, and well-being among teachers through structural equation modeling

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dc.contributor.authorKayali, Bunyami
dc.contributor.authorBalat, Sener
dc.contributor.authorYavuz, Mehmet
dc.date.accessioned2026-09-01T15:53:09Z
dc.date.available2026-09-01T15:53:09Z
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractThis study explores the relationships between teachers' artificial intelligence literacy (AIL), AI-TPACK competencies, job satisfaction, and well-being. Survey data from 350 in-service teachers were analyzed using PLS-SEM to examine how AI-related competencies are associated with professional and psychological outcomes. The findings reveal that AIL strongly predicts AI-specific knowledge, especially AI-TCK, AI-TK, AI-TPCK, and AI-TPK, with a moderate influence on traditional pedagogical knowledge. At the job satisfaction level, AI-TCK and general pedagogical knowledge are positively associated with satisfaction, while AI-TK has a negative relationship. Mediation analyses show that AI competencies influence well-being through job satisfaction. AI-TCK and pedagogical knowledge are positively associated with well-being indirectly through job satisfaction, whereas AI-TK shows a negative indirect association along the same pathway. The study suggests that AI-related competencies are linked to teachers' work-life outcomes, and highlights job satisfaction as the key mediator between AI competence and well-being. Because the design is cross-sectional and self-reported, these relationships are interpreted as associations rather than causal effects. The study advocates for integrating AI in ways that support pedagogical development rather than just technical skills.
dc.identifier.doi10.1016/j.actpsy.2026.107297
dc.identifier.issn0001-6918
dc.identifier.issn1873-6297
dc.identifier.pmid42341558
dc.identifier.scopus2-s2.0-105042616451
dc.identifier.scopusqualityQ1
dc.identifier.urihttp://dx.doi.org/10.1016/j.actpsy.2026.107297
dc.identifier.urihttps://hdl.handle.net/20.500.12403/8539
dc.identifier.volume268
dc.identifier.wosWOS:001808980800001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier
dc.relation.ispartofActa Psychologica
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260820
dc.subjectArtificial Intelligence Literacy
dc.subjectAi-Tpack
dc.subjectTeacher Satisfaction
dc.subjectTeacher Well-Being
dc.subjectStructural Equation Modeling
dc.titleExamining the relationships between artificial intelligence literacy, AI-TPACK, job satisfaction, and well-being among teachers through structural equation modeling
dc.typeArticle

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