The Relationship between Pre-Service Teachers' Self-Efficacy in Teaching SWDs, Intensity of ChatGPT Use, and Their Perceived Practicum Stress
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| Title: | The Relationship between Pre-Service Teachers' Self-Efficacy in Teaching SWDs, Intensity of ChatGPT Use, and Their Perceived Practicum Stress |
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| Language: | English |
| Authors: | Amal Ibrahim, Omar Alorani, Melinda Shane, Amer Jafar, Aseel Ajlouni |
| Source: | Journal of Social Studies Education Research. 2025 16(4):86-108. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Self Efficacy, Students with Disabilities, Artificial Intelligence, Practicums, Natural Language Processing, Technology Uses in Education, Special Education Teachers, Public Colleges, Foreign Countries, Stress Variables, Anxiety, Undergraduate Students, Teaching Experience, Student Attitudes |
| Geographic Terms: | Jordan |
| ISSN: | 1309-9108 |
| Abstract: | Pre-service teacher preparation is a critical component in ensuring quality education for Students with Disabilities (SWDs), particularly during practicum training, which often serves as both a stage of professional growth and a source of psychological stress. This study examines the relationship between pre-service teachers' self-efficacy in teaching SWDs, their use of ChatGPT, and their perceived stress levels during practicum. A quantitative predictive correlational design was employed with 143 pre-service special education teachers (SETs) from two public universities in Jordan during the second semester of the 2024-2025 academic year. Data were collected using three validated instruments. Results showed that ChatGPT use intensity and self-efficacy were moderate, while perceived stress was also moderate. Regression analysis showed that self-efficacy significantly predicted perceived stress, whereas ChatGPT use did not show a significant effect. These findings emphasize the importance of strengthening pre-service teachers' self-efficacy to reduce stress during practicum and highlight the potential of AI tools as educational and psychological supports. The study recommends integrating training programs that promote responsible and purposeful use of educational technology to enhance professional readiness and mitigate stress in special education settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492898 |
| Database: | ERIC |
| Abstract: | Pre-service teacher preparation is a critical component in ensuring quality education for Students with Disabilities (SWDs), particularly during practicum training, which often serves as both a stage of professional growth and a source of psychological stress. This study examines the relationship between pre-service teachers' self-efficacy in teaching SWDs, their use of ChatGPT, and their perceived stress levels during practicum. A quantitative predictive correlational design was employed with 143 pre-service special education teachers (SETs) from two public universities in Jordan during the second semester of the 2024-2025 academic year. Data were collected using three validated instruments. Results showed that ChatGPT use intensity and self-efficacy were moderate, while perceived stress was also moderate. Regression analysis showed that self-efficacy significantly predicted perceived stress, whereas ChatGPT use did not show a significant effect. These findings emphasize the importance of strengthening pre-service teachers' self-efficacy to reduce stress during practicum and highlight the potential of AI tools as educational and psychological supports. The study recommends integrating training programs that promote responsible and purposeful use of educational technology to enhance professional readiness and mitigate stress in special education settings. |
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| ISSN: | 1309-9108 |
