Job Crafting and Technological Self-Efficacy as Mitigators of AI-Related Emotional Exhaustion among English Educators

Abstract

This study has been conducted in a rigorous way to determine the association between emotional fatigue and awareness of artificial intelligence among English teachers, and specifically in relation to moderating factors of job crafting and technological self-efficacy. By applying the snowball sampling technique based on online and professional networks, it was possible to collect data on 388 faculty members in tertiary and secondary institutions and, thus, place the study in the framework of the Job Demands Resources Model and Digital Technology Self-Efficacy framework. Numerical analysis (Structural equation modeling) showed that there existed a strong positive relationship between AI awareness and emotional exhaustion (β = .32, p < .001), thus, validating the usefulness of AI as a job demand in modern educational institutions. However, the job crafting (β = -.24, p < .001) and technological self-efficacy (β = -.41, p < .001) also proved to be significant moderators, although the latter has a significant stronger buffering effect. These findings highlight the fact that teachers with high technological confidence and practice proactive work-re-design in their work are likely to have reduced stress caused by AI. The paper sheds light on a contradictory process according to which AI serves both as a demand and at the same time (depending on the personal psychological and behavioral reaction), as a possible resource. Practical implications then involve having focus on the development of technological self-efficacy and nurturing organizational cultures that are keen in promoting job crafting. The psychological adjustment of educators in the digital transformation era is also one of the key factors to successful AI technologies integration. The future research must utilize longitudinal designs to follow the development of these protective variables during prolonged durations of AI exposure and examine cross cultural differences in educator reactions to technological disruption.