Document Type : Original Article
Authors
1
English Department, Faculty of Humanities, Ayatollah Borujerdi University, Borujerd, Iran
2
English Department, Faculty of Humanities, Shiraz University, Shiraz, Iran
3
English Language Department, Razi University, Kermashan, Iran
10.22126/tale.2025.13061.1148
Abstract
The current mixed-methods study explores the impacts of AI-based software on professional commitment in English language teachers, bridging research into technology and teacher development at the intersection. This study investigates the impact of AI-mediated instruction on EFL teachers’ professional commitment using an adapted version of the PERMA well-being framework. Because several original PERMA components (Positive Emotion, Relationships, Meaning) do not fully capture commitment-related dynamics in institutional teaching contexts, the framework was modified to emphasize four constructs directly associated with teacher commitment in AI-integrated environments: work engagement, accomplishment, job satisfaction, and organizational commitment. This adapted model offers a more contextually aligned lens for examining how AI reshapes teachers’ affective, cognitive, and professional orientations. The second phase carried out by an AI education specialist, as in a couple of online workshops, aimed at exposing the participants to some of the new AI language tools and supporting them into classroom implementations. Thematic Analysis of 10 semi-structured interviews found themes of relationships with AI tools, student–teacher relationships, emotional and cognitive investment in teaching, perceived efficacy, professional growth, workload, autonomy of teachers, fulfillment, and support from the institution, organizational fit. Further insights into the multifaceted nature of commitment within AI teaching contexts were identified. The study gives pedagogical and policy recommendations for maintain teacher commitment to education enabled by increasing AI-integrated educational systems.
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