The Relationship Between Pre-service Teachers’ Self-Efficacy in Teaching SWDs, Intensity of ChatGPT Use, and Their Perceived Practicum Stress

Abstract

Pre-service teacher preparation is a critical component in ensuring quality education for Students with Disabilities (SWDs), particularly during practicum training, which often serves as both a stage of professional growth and a source of psychological stress. This study examines the relationship between pre-service teachers' self-efficacy in teaching SWDs, their use of ChatGPT, and their perceived stress levels during practicum. A quantitative predictive correlational design was employed with 143 pre-service special education teachers (SETs) from two public universities in Jordan during the second semester of the 2024–2025 academic year. Data were collected using three validated instruments. Results showed that ChatGPT use intensity and self-efficacy were moderate, while perceived stress was also moderate. Regression analysis showed that self-efficacy significantly predicted perceived stress, whereas ChatGPT use did not show a significant effect. These findings emphasize the importance of strengthening pre-service teachers’ self-efficacy to reduce stress during practicum and highlight the potential of AI tools as educational and psychological supports. The study recommends integrating training programs that promote responsible and purposeful use of educational technology to enhance professional readiness and mitigate stress in special education settings.