Introduction: The prevalence of stress-related illnesses is increasing in society, with teachers being the professional group that reported the highest number of work-related issues in 2022. The educational sector is facing a paradigm shift; with the increased availability of generative AI, traditional teaching methods are undergoing a transformation, which may impact teachers' working conditions and work environment. Teachers need appropriate conditions and professional development to integrate digital technology effectively. The theoretical frameworks applied were the European Framework for the Digital Competence of Educators (DigCompEdu) and the demand-control-support model.
Aim: The aim of the study was to examine how generative AI affected teachers' psychosocial work environment.
Method: A qualitative focus group interview with a deductive approach and content analysis with an inductive approach were employed. Participants were recruited using strategic and snowball sampling methods. A total of four focus group interviews were conducted with 14 participants in total.
Results: The results consisted of six categories: Professional Engagement, Digital Resources, Teaching and Learning, Assessment and Reflection, Learner's Self-Responsibility, and Supporting Learners' Digital Competence, along with 13 associated subcategories, all reflecting the study's aim.
Conclusion: To summarize, the study's results indicate that teachers are in substantial need of common guidelines and digital professional development in the workplace, as they lack support from employers and authorities. Teachers require time and resources to learn about generative AI, as it can lead to time savings and serve as a support tool in their work, thereby reducing their workload.