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Research Summary: Teachers' artificial intelligence self-efficacy: development and validation of a multidimensional scale grounded in social cognitive theory
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 25 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A study published in Frontiers in Education outlines the development and initial validation of the Artificial Intelligence Self-Efficacy Scale for Teachers (AISES-T). Grounded in social cognitive theory, the research addresses a critical gap in assessing educator confidence in using artificial intelligence tools, utilizing empirical data collected from teachers across regions in Turkiye.
Why it matters
Measuring educator self-efficacy is essential for identifying human capital readiness as artificial intelligence systems integrate into educational environments. Without standardized assessment tools, institutions cannot reliably determine whether faculty possess the confidence required to translate technological access into effective practice. Establishing validated metrics ensures that transformation investments directly address behavioral and psychological barriers to adoption.
Key insights
- Existing research has predominantly examined artificial intelligence literacy, readiness, and competency, leaving validated measures of teacher self-efficacy underrepresented.
- The Artificial Intelligence Self-Efficacy Scale for Teachers (AISES-T) was developed based on social cognitive theory to measure educator confidence.
- An initial pool of 50 candidate items was reduced to a 27-item trial form following expert evaluation.
- Instrument validation commenced with exploratory factor analysis (EFA) using principal axis factoring across a cohort of 313 teachers, accompanied by confirmatory factor analysis (CFA) on a separate sample.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1948951
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- Verification ID
- ASA-EXE-2026-01342
- Version
- v1.0 · r0
- Issued
- 25 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Teachers' artificial intelligence self-efficacy: development and validation of a multidimensional scale grounded in social cognitive theory
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.