The Role of EI and Psychological Well-being of Teachers in Predicting Artificial Intelligence Literacy

Document Type : research paper

Author

Assistant Professor of Department of psychology and counselling, Farhangian University, Tehran, Iran.

10.48310/tpd.2026.18137.1830

Abstract

Background and Objectives: In the era of rapid technological transformations, educational systems face unprecedented challenges in adopting emerging technologies such as Artificial Intelligence (AI). This study aimed to investigate the role of Emotional Intelligence (EI) and psychological well-being in predicting AI literacy among elementary school teachers. Methods: This descriptive-correlational study included 2,343 elementary school teachers in Khoy County during the 2024-2025 academic year, from which 330 teachers were selected using stratified random sampling based on Krejcie and Morgan's formula. Data were collected using three standardized instruments: the EI Questionnaire, the Psychological Well-being Scale, and the AI Literacy Scale. Data analysis was performed using Pearson correlation and multiple linear regression (enter method) through SPSS (27th version). Prior to regression analysis, all statistical assumptions including normality, linearity, homoscedasticity, absence of multicollinearity, and independence of errors were examined and confirmed. Findings: The results revealed significant positive correlations between EIf and psychological well-being with teachers' AI literacy. The coefficient of determination indicated that both variables together explained 22% of the variance in AI literacy. Standardized regression coefficients demonstrated that psychological well-being contributed more strongly to predicting AI literacy compared to EI, with both variables being significant. Conclusion: The findings indicate that EI and psychological well-being play a significant role in predicting teachers' AI literacy. Therefore, strengthening these factors through professional development programs and creating supportive work environments can facilitate the enhancement of AI literacy and improve the quality of education in elementary schools.

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References

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