Enhancing Teachers’ Technological Self-Efficacy and Well-Being: A Qualitative Study of an “AI for Beginners” Professional Development Program

Teacher well-being is increasingly shaped by rapid technological change in education. As digital innovation accelerates, teachers’ well-being is closely linked to technological self-efficacy, understood as confidence in using digital tools alongside a sense of professional meaning, agency, and control. This qualitative study explores the relationship between teacher well-being and technological self-efficacy through an examination of teachers’ experiences in the “Artificial Intelligence for Beginners” professional development program. Reflective narratives from 18 participating teachers were analyzed to examine how engagement in the program was experienced as supporting the development of techno-pedagogical self-efficacy, professional learning, and well-being. Thematic analysis revealed several interconnected themes, including increased technological confidence and reduced anxiety toward digital innovation, the development of practical applications for personalized learning, heightened awareness of ethical and privacy considerations, and the emergence of a collaborative professional learning community. Participants also reported developing strategies for coping with digital complexity and experiencing a renewed sense of professional identity. Overall, the findings suggest that structured professional development in artificial intelligence may contribute to teachers’ perceived competence, autonomy, and sense of purpose. Strengthening technological self-efficacy through such programs may support individual teacher well-being and the collective professional climate within schools in AI-enhanced educational contexts.