Examining the Relationship Between Teachers’ Artificial Intelligence Literacy and Technostress Levels

The aim of this study is to examine the relationship between secondary school teachers’ perceptions of artificial intelligence literacy and their perceived levels of technostress. Technostress refers to the stress experienced by individuals, particularly educators, due to rapid technological developments, while artificial intelligence literacy involves teachers’ ability to understand, use, and apply artificial intelligence technologies. The study employed a quantitative research method and was conducted with a total of 311 secondary school teachers working in public schools in the central districts of Eskişehir during the 2023–2024 academic year. The research aimed to determine teachers’ levels of artificial intelligence literacy and technostress, as well as to explore the effects of technological developments on educators. Data analysis focused on identifying the relationship between teachers’ artificial intelligence literacy levels and their perceived technostress levels. The findings revealed that teachers experienced moderate levels of technostress and that technostress levels did not differ significantly according to demographic variables. Additionally, the results indicated that teachers’ low levels of artificial intelligence literacy were not significantly related to their technostress levels. It is believed that the findings of this study contribute valuable insights for shaping educational policies and designing professional development programs that support teachers in adapting to technological advancements.