PSYCHOLOGICAL ADAPTATION AND MOTIVATIONAL FACTORS IN TEACHERS' USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES

This article analyzes the psychological adaptation and motivational factors that emerge when teachers in general education and higher educational institutions use artificial intelligence technologies. Specifically, it examines the interrelationships between attitudes towards technology, technological anxiety, intrinsic and extrinsic motivation, the desire for professional self-development, and innovative competencies. The study employed a mixed-method approach, combining questionnaires and semi-structured interviews; data collected from 180 teachers were processed using descriptive statistics and correlation analysis. Results indicate that perceived usefulness and ease of use of the technology, technological self-efficacy, and intrinsic motivation are strong predictors of teachers' positive attitudes and intention to use [1,3,6,17]. While technological anxiety remains at a moderate level, it is found that professional development programs focused on self-improvement can reduce this anxiety and significantly enhance innovative competencies [4,9,13,19]. The conclusions drawn provide practical recommendations for educational policy, pedagogical psychology, and the design of teacher training programs.