The purpose of this study is to examine the relationship between primary school teachers' attitudes towards the use of Artificial Intelligence (AI) in education and their concerns about technology-induced unemployment. A convergent parallel design from mixed research methods was used in the study. A correlational survey design was used in the quantitative part, while a case study design was preferred in the qualitative part. Quantitative data were collected using scales developed by Aksekili and Kan (2024) and Civelek and Pehlivanoğlu (2020). Qualitative data were collected using a semi-structured interview form. Quantitative data were obtained from 149 classroom teachers selected by random sampling in the 2024-2025 academic year, while qualitative data were obtained from 24 classroom teachers selected by convenience sampling. Quantitative data were analysed using descriptive statistics and parametric tests. Qualitative data were analysed using content analysis. The findings reveal that class teachers have a high level of attitude towards the use of AI in education. It was found that class teachers have a low level of concern about technology-induced unemployment. The relationship between these two variables is understood to be moderately negative. It was determined that most teachers have a positive view of the use of AI in primary school lessons. It is thought that AI cannot replace the profession of classroom teaching. It has been established that AI cannot perform many human skills. Among the views of classroom teachers, the fact that AI is emotionally inadequate stands out.
Keywords: Artificial intelligence, technology, primary school, classroom teacher, mixed method
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