PRELIMINARY FINDINGS

Cronbach's Alpha

Alienation from Product: α = 0.79

Alienation from Process: α = 0.88

Alienation from Species-Being: α = 0.87

Alienation from Others: α = 0.47

General Perceptions: α = -0.16

Correlation Analysis

Alienation from Product: Mean = 3.92, SD = 0.75

Alienation from Process: Mean = 3.78, SD = 0.81

Alienation from Species-Being: Mean = 3.45, SD = 0.85

Alienation from Others: Mean = 3.33, SD = 0.91

General Perceptions: Mean = 3.87, SD = 0.70

About Ahmet

For H1

For H2

For H3

For H4

For H5

PRELIMINARY COMMENTS

Reflections on the Results

Reliability Concerns
The reliability analysis revealed some challenges, particularly in the categories of "Alienation from Others" (α=0.47α=0.47) and "General Perceptions" (α=−0.16α=−0.16). These findings highlight areas where the survey design could be refined. For instance, reversed scoring or inconsistent item alignment may have impacted the internal consistency of these measures. This is a valuable insight for improving future iterations of this research.
H1: Alienation from Product of Labour
The analysis provides partial support for the hypothesis that AI integration affects teachers' sense of ownership over educational outcomes. Significant predictors suggest that AI-driven tools, particularly in grading and lesson planning, may distance teachers from the impact of their work. These findings shed light on the subtle ways in which AI can influence the teaching profession.
H2: Alienation from Labour Process
This hypothesis received strong support, with an R2R2 of 0.73. The results clearly demonstrate that reliance on AI significantly impacts teachers' creativity and autonomy in their work. These findings underscore a key tension: while AI may streamline processes, it also risks making teaching feel more standardised and less engaging.

4. H3: Alienation from Species-Being
The moderate support for this hypothesis (R2=0.37R2=0.37) suggests that AI has a complex relationship with teachers' ability to express their professional values and creativity. While AI can enhance efficiency, it appears to compromise some of the deeper, more fulfilling aspects of teaching. This is an important area for further exploration, particularly as AI continues to reshape education.

5. H4: Alienation from Others
With R2=0.56R2=0.56, this hypothesis is strongly supported. The findings indicate that AI-driven communication tools can lead to significant feelings of isolation, distancing teachers from their students and colleagues. This underscores the need for thoughtful integration of AI that prioritises relational dynamics in education.

6. H5: General Perceptions of AI
The mixed results for this hypothesis (R2=0.25R2=0.25) highlight a dual narrative. On one hand, teachers view AI as a supportive tool that enhances learning outcomes. On the other, concerns about losing control over teaching methods persist. This duality reflects the complexity of integrating AI into education and points to the importance of maintaining a balance between technological innovation and teacher agency.

In short, I would say:

While AI offers significant potential benefits for education, its integration is far from neutral. The evidence reveals that while AI integration in education enhances efficiency, it risks undermining teacher autonomy, exacerbating AI risks exacerbating alienation among teachers, affecting not only their well-being but also the quality of education. To mitigate these effects, AI tools should be designed and implemented in ways that prioritise teacher agency and human-centric values.

Google Sites

Report abuse