Authors
1
PhD in Psychology, Education department, Ardakan, Yazd, Iran
2
Master's student in clinical psychology, Isf.C, Islamic Azad University, Isfahan, Iran
10.48310/istt.2025.19042.1144
Abstract
Background and Objectives: Artificial intelligence (AI) is increasingly prevalent worldwide and serves as a significant complementary tool within Iran’s educational systems. This study aimed to design and validate a questionnaire to assess Iranian teachers’ attitudes toward AI. Methods: The research adopted a quantitative and descriptive methodology. The population consisted of approximately 1,100 teachers from Ardakan County during the 2024–2025 academic year, with participants selected through voluntary sampling. The instruments comprised the Technology Attitude Scale (Aydin & Simersy, 2017), the Technology Anxiety Scale (Van Acker et al., 2013), and the AI Attitude Questionnaire developed for this study. Validity was evaluated using face, convergent, divergent, internal consistency, and construct validity methods, while reliability was assessed with Cronbach’s alpha. Data analysis was conducted using SPSS 26 and AMOS 24. Findings: The findings revealed that the single-factor questionnaire, after removing 4 of the initial 10 items, was suitable for measuring teachers’ attitudes toward AI. A correlation of 0.649 (P<0.001) between technology attitude and AI attitude confirmed convergent validity, while a negative correlation of -0.483 (P<0.001) with technology anxiety supported divergent validity. Internal consistency ranged from 0.513 to 0.842, with factor loadings exceeding 0.4. Fit indices, including RMSEA (0.064), GFI (0.983), CFI (0.988), and χ²/df (1.852), substantiated construct validity. The questionnaire demonstrated satisfactory reliability with a Cronbach’s alpha of 0.814. Conclusion: Consequently, this questionnaire is a valuable tool for evaluating Iranian teachers’ perceptions and attitudes toward AI.
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