Preschool teachers’ AI adoption and occupational well-being: an integrated TAM-JD-R analysis of technostress dual-edged effects
Jia Hanze
IntroductionThe rapid integration of generative artificial intelligence (AI) in early childhood education presents both opportunities and challenges for preschool teachers, yet empirical investigations explicating adoption mechanisms and well-being implications remain scarce. This study developed and tested an integrated framework synthesizing the Technology Acceptance Model (TAM) and Job Demands-Resources (JD-R) theory to examine how cognitive evaluations, technostress dimensions, and contextua