Exploring the Relationship Between Teachers' AI Attitudes, AI Self‐Efficacy, and AI Technological Pedagogical Content Knowledge

ABSTRACT This study examines the relationships between teachers' attitudes toward artificial intelligence (AI), AI self‐efficacy, and AI technological pedagogical content knowledge (AI‐TPACK). The participants comprised 524 teachers working in preschool and primary schools. Data were collected using AI attitude, AI self‐efficacy, and AI‐TPACK scales. Pearson correlation analysis and structural equation modelling (SEM) were employed for data analysis. The findings indicate that teachers' AI self‐efficacy is significantly and positively associated with AI attitudes and AI‐TPACK. Furthermore, teachers' positive attitudes toward AI significantly influenced their AI‐TPACK and AI self‐efficacy. In contrast, negative attitudes toward AI were negatively correlated with AI self‐efficacy but did not show a significant relationship with AI‐TPACK. Additionally, AI‐TPACK played a mediating role in the relationship between attitudes toward AI and AI self‐efficacy. These findings contribute to the growing body of research on teachers' attitudes toward AI, AI self‐efficacy, and AI‐TPACK.