Thesis:

Title : The relationship between the acceptance of artificial intelligence technology by teachers and the efficiency of classroom management and innovation in teaching methods in Sabzevar elementary schools in the academic year 1404-1405

The aim of the present study was to investigate the relationship between teachers' acceptance of artificial intelligence technology, classroom management, and innovation in teaching methods in elementary schools in Sabzevar city in the academic year 2026. The present study was applied in terms of its purpose and descriptive in terms of its data collection method, and was of the correlation type. The statistical population of the present study included all teachers working in elementary schools in Sabzevar city in the academic year 1404-1405. Considering the statistical population of 340 teachers and the need for a sufficient sample size for correlation and multivariate regression analyses, the required sample size was estimated to be approximately 180 based on Morgan's table. For this purpose, the questionnaires were distributed as links through the teachers’ group on the Shad platform and remained available until the required sample size was reached. Ultimately, 180 completed and usable questionnaires were obtained and used as the basis for the statistical analyses of the study. For this purpose, the questionnaires were placed as links in the teachers' group on the Shad channel and were uploaded to the site until the sample size was completed. The data collection tools included the Sanusi Teachers' Use of Artificial Intelligence Questionnaire (2024), Wolfgang and Glickman's Classroom Management Questionnaire (1986), and Valverde's Innovation in Teaching Methods Questionnaire (2021). In order to investigate the predictive role of AI technology adoption in explaining classroom management efficiency and innovation in teaching methods, path analysis was used. All statistical analyses were performed using SPSS (version 26) and pls3 software. The results showed that the usefulness of AI has a positive and significant effect on classroom management (?=0.57, t=8.24), meaning that with a one-unit increase in the perceived usefulness of AI, teachers' classroom management efficiency increases by 0.57 units. Also, the usefulness of AI has a positive and significant effect on innovation in teaching methods (?=7.68, t=0.53). In other words, with a one-unit increase in the perceived usefulness of AI, innovation in teaching increases by 0.53 units..

Keywords: Artificial Intelligence, Classroom Management, Innovation in Teaching Methods