Author: Dr. Ashis Sahoo
DOI Link: https://doi.org/10.70798/PP/020400044
Abstract: The integration of Artificial Intelligence (AI) in primary education under India’s National Education Policy (NEP) 2020 presents both opportunities and challenges for teachers. This study investigates the effects of AI adoption on occupational stress and job performance among 150 primary school teachers from rural and urban schools. Using a descriptive and correlational research design, data were collected through standardized occupational stress and job performance scales, supplemented by semi-structured interviews. Findings reveal a moderately strong negative correlation between occupational stress and job performance (r = -0.58, p < 0.01), indicating that higher stress is associated with lower effectiveness. Gender analysis shows that female teachers experience significantly higher stress (M = 81.5) than male teachers (M = 76.1; t = 3.02, p < 0.01), while male teachers exhibit slightly better job performance (M = 72.1 vs. 68.0; t = 2.35, p < 0.05). Post-AI integration, occupational stress increased (M = 78.4) alongside a modest improvement in job performance (M = 70.3), highlighting the dual-edged impact of technology adoption. The study underscores the need for structured AI training, gender-sensitive support systems, and stress management interventions to optimize teacher well-being and enhance instructional effectiveness in AI-enabled classrooms.
Keywords: Artificial Intelligence, NEP 2020, Occupational Stress, Job Performance, Primary Teachers.
Page No: 334-340