Relationship Between Psychological Adjustment to Artificial Intelligence and Career Self-efficacy Among Pre-service Teachers in Tertiary Institutions

Abstract

The rapid integration of Artificial Intelligence (AI) into education and the workplace has created significant psychological and career-related challenges for pre-service teachers. This study examined the relationship between psychological adjustment to Ar tificial Intelligence and career self-efficacy among pre-service teachers in tertiary institutions using social cognitive, career self -efficacy, and adjustment theories without manipulating the study variables. Three research questions and three hypotheses were used for the study. The study adopted a single-method quantitative approach using correlation research design. The population comprised of 1180 pre -service teachers in higher institutions. The sample size comprised 342 pre-service teachers (136 male and 206 female students of Alvan Ikoku University of Education and Imo State University who are practicing teaching during the 2024-2026 academic year), and a simple random sampling technique was employed to ensure that every pre-service teacher in the target population had an equal chance of being selected. First, a complete list of all eligible pre -service teachers was obtained from the academic offices of the selected tertiary institutions. This list served as the sampling frame. Each eligible student was assigned a unique identification number, and the required sample was selected using a computer - generated random number process (o r a table of random numbers). This procedure minimized selection bias and enhanced the representativeness of the sample. The demographic profile indicates that the respondents consisted of the official register of all pre -service teachers predominantly (female) enrolled in the selected tertiary institutions during the 2024/2026 academic session, mostly aged 21- 25 years, primarily in the 200,300 and 400 levels of study, and largely had prior experience using AI tools. Only students who were enrolled in teacher education programmes and availab le during the period of data collection were included in the sampling frame. Students who had withdrawn, graduated, or were not available during data collection were excluded. The instrument used for data collection was a thirty (30) item structured questionnaire on a 4-point Likert-type scale developed and validated by experts in measurement and evaluation. A total of 315 structured questionnaires titled Psychological Adjustment to Artificial Intelligence and Career Self -Efficacy Scale (PAAICSS) were used for data collection. A total of 360 questionnaires were distributed to the selected respondents. Of these, 342 questionnaires were correctly completed and returned, while 18 questionnaires were either not returned or were incomplete and therefore excluded from the analysis. The instrument was validated, and Cronbach's alpha was used to determine the instrument's reliability index, which yielded 0.88. A Pearson product-moment correlation was used to answer both research questions and hypotheses. The findings revealed a significant relationship between psychological adjustment to Artificial Intelligence and career self -efficacy among pre -service teachers at tertiary institutions in Imo State. The study found that pre-service teachers who adjust positively to Artificial Intelligence technologies tend to exhibit higher levels of career self -efficacy, confidence, and readiness for future teaching responsibilities. The study concluded that effective psychological adjustment to AI can enhance pre -service te achers’ confidence and readiness for emerging educational and technological demands. It was therefore recommended that Workshops, seminars, and hands -on training sessions should be organized regularly to expose pre -service teachers to practical applications of Artificial Intelligence in education. This will reduce anxiety and improve adaptability to AI-driven teaching environments.