Attitudes towards artificial intelligence and teachers’ occupational stress and self-efficacy: the mediating roles of resilience and satisfaction with life

Objective This study examines the mediating roles of resilience and satisfaction with life in the relationship between attitudes towards artificial intelligence (AI) and teachers’ occupational self-efficacy and occupational stress.Method Drawing on a sample of 462 teachers aged 22 to 60 years (Mage = 34.9, SDage = 7.67; 54.1% female), participants completed the Artificial Intelligence Attitude Scale–4 (AIAS-4), Teacher Occupational Self-Efficacy Short Scale Form (OSS-SF), Perceived Occupational Stress (POS) Scale, Psychological Resilience Scale (PRS), and Satisfaction with Life Scale (SWLS).Results The findings revealed that higher levels of attitudes towards AI were statistically associated with lower occupational stress and higher occupational self-efficacy. Moreover, resilience and satisfaction with life jointly mediated these associations, indicating that core psychological resources are linked to teachers’ occupational functioning. These findings suggest that positive attitudes towards AI are indirectly associated with occupational outcomes through resilience and satisfaction with life.Conclusions This study contributes to a psychologically informed understanding of AI-related perceptions in educational contexts and suggests that professional development initiatives may benefit from integrating technological competence with support for well–being.