A Self-Efficacy Theory-based Study on the Teachers Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka
Chathura Rajapakse; Wathsala Ariyarathna; Shanmugalingam Selvakan · 2024 · arXiv
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
The finding, in one line
“Mastery experiences had a lesser impact, and vicarious experiences and verbal persuasion showed no significant effect.”
Abstract (excerpt)
This study investigates Sri Lankan ICT teachers' readiness to teach AI in schools, focusing on self-efficacy. A survey of over 1,300 teachers assessed their self-efficacy using a scale developed based on Bandura's theory. PLS-SEM analysis revealed that teachers' self-efficacy was low, primarily influenced by emotional and physiological states and imaginary experiences related to AI instruction. Mastery experiences had a lesser impact, and vicarious experiences and verbal persuasion showed no significant effect. The study highlights the need for a systemic approach to teacher professional devel
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Metadata source: arXiv