TEACHERS' PERSPECTIVES ON AI-BASED PROFESSIONAL DEVELOPMENT IN MODERN EDUCATION

Abstract

Emphasising its efficacy, accessibility, and limitations, this paper investigates teachers' opinions on artificial intelligence-based professional development in modern education. The study seeks to investigate how professional development initiatives led by artificial intelligence affect educators' classroom practices, confidence, and skill set. Comprising a sample of 542 instructors from different educational levels, the study was conducted at Green Line neighbourhood schools. The main data collecting tool was a quantitative technique applied using a structured questionnaire. The data was examined using Three- Way ANOVA, Pearson's correlation, and descriptive statistics. Principal outcomes: Teachers' impressions of AI's efficacy are much influenced by their teaching experience, knowledge of artificial intelligence, and involvement in AI-based professional development. More experienced and more AI-savvy teachers showed increased confidence and favourable opinions of professional growth grounded on artificial intelligence. Positive impressions were shaped primarily by regular involvement in AI-based training. Experience, AI acquaintance, and PD participation had no appreciable interaction effects, implying that each element alone shapes teachers' viewpoints. Suggestions: Grow AI-based PD initiatives with continuous training possibilities and organised framework. Guarantee of accessibility of artificial intelligence training with financial support and adaptable learning structures. Include in teacher preparation courses artificial intelligence ethics and useful uses. Promote artificial intelligence-driven professional development projects by means of encouragement for educational institutions and legislators. These results underline the requirement of professional growth driven by artificial intelligence in improving instructors' competencies and imply the necessity of thorough and inclusive AI training courses.