Evaluating the Impact of AI Literacy Promotion and Replacement Anxiety on Wuhan Teachers’ Job Satisfaction: The Mediating Role of AI Self-efficacy
Xiao Zhang *
Faculty of Education and Liberal Studies, City University Malaysia, Petaling Jaya 46100, Malaysia.
*Author to whom correspondence should be addressed.
Abstract
The following research is aimed at evaluating how AI literacy promotion and AI replacement work anxiety impact the job satisfaction of teachers in the Wuhan region of China, while investigating the mediating role of AI self-efficacy among them. For this purpose, 392 eligible teachers were surveyed. Since the education system of China is a major one worldwide and it constitutes a large number of teachers and students, researching some aspects of this field, when AI usage is thriving, is crucial. It has been found after analysing the survey findings that AI literacy promotion is significantly positively associated with job satisfaction and AI self-efficacy, while there is a connection between “AI replacement work anxiety” and “AI self-efficacy”. Subsequently, the assessment of AI self-efficacy has proved its mediating role in the relationships between these variables. The result also indicated that “AI literacy” and “AI replacement work anxiety” influence the factor of AI-self efficacy, which again influences job satisfaction level. However, future researchers are recommended the use of qualitative method as the use of a quantitative method does not provide a deep focus on the thinking process as it collects information based on certain options.
Keywords: Artificial intelligence (AI), teachers, AI literacy promotion, AI replacement work anxiety, job satisfaction, AI self-efficacy