Data Sheet 1_AI technostress and professional identity among Chinese university teachers: the mediating role of teaching self-efficacy and the moderating role of perceived organizational support.pdf

This study examined whether AI technostress is associated with the professional identity of university teachers through teaching self-efficacy, and whether perceived organizational support buffers this pathway. A cross-sectional questionnaire survey was conducted with a convenience sample of 486 full-time teachers from five public universities in Guangxi, China, all of whom had used at least one generative AI tool in their teaching or course preparation.

Respondents completed Chinese adaptations of established measures of AI technostress, teaching self-efficacy, professional identity, and perceived organizational support. The measurement properties of the adapted scales were verified with confirmatory factor analysis and competing-model comparisons, and the hypotheses were tested with a moderated mediation path analysis based on 5,000 bootstrap resamples. AI technostress was negatively associated with professional identity, and teaching self-efficacy partially accounted for this association.