Exploring the Impact of Digital Self-efficacy and Social Emotional Competence on Pre-service Teachers’ Teaching Anxiety in the Age of Artificial Intelligence

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Teacher Education and Teaching Practice: Relationship Building, Anti-Racism, and Social Emotional Competence (Table 9)

Abstract

The integration of Artificial Intelligence (AI) in education has increased teaching anxiety among pre-service teachers, driven by concerns about job security, ethical implications, and technology integration challenges. This study investigates how digital self-efficacy and social-emotional competence influence teaching anxiety in the age of AI, with demographic factors such as gender, teaching experience, AI familiarity, and educational discipline as potential moderators. A quantitative survey of 600 pre-service teachers in China will utilize validated and translated scales, confirmed for reliability in a pilot study (Cronbach’s alpha: 0.81–0.87). Findings are expected to provide a valuable understanding of how to reduce teaching anxiety through enhanced digital self-efficacy and social-emotional learning, providing practical implications for teacher education programs to better prepare educators for AI-integrated classrooms.

Authors

• Yanbei Chen, Syracuse University

• Jing Lei, Syracuse University