BEYOND TECHNOLOGICAL ADOPTION: UNDERSTANDING THE ROLE OF AI-SUPPORTED TEACHING APPLICATIONS IN SHAPING TEACHERS' SELF-EFFICACY, PEDAGOGICAL CONFIDENCE, AND PROFESSIONAL PRACTICES

This study aimed to examine how AI-powered teaching applications will influence teachers' self-efficacy, pedagogical confidence, and professional practices. The qualitative research approach using exploratory design was chosen to provide a deeper understanding of teachers' perceptions and experiences of AI use in teaching. Bandura's Self-Efficacy Theory and Technological Pedagogical Content Knowledge (TPACK) were used to inform the study. Purposive sampling was to be used to select the participants, based on their experience using AI-supported applications for instructional activities. The choice of semi-structured interviews as the main data collection method was based on the desire to gain an understanding of teachers' experiences of using AI, their confidence in the use, pedagogical decision-making, and the impact on their professional responsibilities. The data analysis was done through reflexive thematic analysis, using NVivo software, and was clustered in four themes: teaching confidence, pedagogical confidence, professional practices, and challenges of AI use. The study aimed to gain more insights into the relationship between teachers' perceived capabilities, instructional practices, and professional development and the AI-supported applications. It also sought to emphasize the significance of having technological skills, professional judgment, institutional support, and responsible use of AI in the educational context. Keywords: Artificial Intelligence, Teachers' Self-Efficacy, Pedagogical Confidence, Professional Practices, AI-Supported Teaching, Qualitative Research.