The Implications of Artificial Intelligence for Teacher Agency and Teacher-Student Relationships through the Technology Acceptance Model

Abstract

This study examined the impact of artificial intelligence (AI) integration on teacher agency and teacher-student relationships in secondary schools in Azerbaijan, using the Technology Acceptance Model (TAM) as an analytical framework. As AI-driven tools become more prevalent in classrooms, concerns have emerged regarding their influence on instructional authority, student engagement, and pedagogical practices. This qualitative study, involving 109 teachers and 225 students from 30 secondary schools, explored perceptions of perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATU), and behavioral intention to use (BIU) of AI in education. Findings indicate that while AI enhances personalized learning, efficiency, and student autonomy, it also challenges traditional teacher-student dynamics, potentially diminishing teacher agency and fostering over-reliance on AI-generated content. Teachers’ ability to integrate AI effectively is largely influenced by AI literacy, professional training, and institutional support. The study underscores the need for structured teacher development programs, clear institutional policies, and AI literacy education for students to ensure that AI serves as a pedagogical tool that enhances teacher-student relationships and critical thinking skills.