The Impact of AI Literacy on Teacher Efficacy and Identity: A Study of Korean English Teachers

Abstract

This study investigates the relationships among Al literacy, teacher efficacy, and professional identity among English teachers in Korea's EFL context. As Al increasingly integrates into educational environments, it is crucial to understand how these factors interplay in shaping teachers' professional identities. The findings suggest that fostering Al literacy can significantly enhance teachers' sense of professionalism and efficacy, thereby reinforcing their unique roles in the Al era. However, the initial study's limited sample size necessitates ongoing research with a larger cohort to validate these results. Future studies should aim to refine research tools, expand sample sizes, and explore Al literacy development strategies tailored to different career stages and generations. Such efforts will contribute to a more comprehensive understanding of Al's impact on education and offer practical insights for teacher development in an Al-driven world.