20.500.12556/DKUM-100359 The influence of knowledge and skills on self-efficacy in using ChatGPT for mathematics instruction Vpliv znanja in spretnosti na samoučinkovitos pri uporabi ChatGPT pri poučevanju matematike This study examined the influence of knowledge and skills on mathematics teachers' self-efficacy in using ChatGPT for mathematics instruction. A total of seventy-three primary school mathematics teachers in Tambunan, Sabah, were selected through stratified sampling. Data were collected using a validated questionnaire measuring knowledge, skills, and self-efficacy and analysed using descriptive statistics, Pearson correlation, and multiple linear regression. Results showed high levels of knowledge but moderate levels of skills and self-efficacy. Significant positive correlations existed between knowledge and self-efficacy and between skills and self-efficacy. Regression findings showed both knowledge and skills significantly predicted self-efficacy, with skills being the stronger predictor. V študiji smo proučevali vpliv znanja in spretnosti na samoučinkovitost učiteljev matematike pri uporabi ChatGPT pri poučevanju. Z metodo stratificiranega vzorčenja je bilo izbranih 73 osnovnošolskih učiteljev matematike v Tambunanu, v malezijski zvezni državi Sabah. Podatki so bili zbrani z validiranim vprašalnikom, ki je meril znanje, spretnosti in samoučinkovitost, ter analizirani z deskriptivnimi statistikami, Pearsonovo korelacijo in večkratno regresijo. Rezultati so pokazali visoko raven znanja, a zmerno raven spretnosti in samoučinkovitosti. Ugotovljene so bile pomembne pozitivne korelacije. Izsledki regresijske analize so pokazali, da sta znanje in spretnosti statistično značilna napovednika samoučinkovitosti, pri čemer imajo spretnosti večjo napovedno moč. knowledge skills self-efficacy ChatGPT mathematics instruction znanje spretnosti samoučinkovitost ChatGPT poučevanje matematike true false true Univerza v Mariboru, Univerzitetna založba Angleški jezik Slovenski jezik Znanstveno delo 2026-09-15 10:41:53 2026-09-15 10:41:53 2026-09-16 03:11:26 0000-00-00 00:00:00 2026 0 Maribor 0 str. 151-171 št. 2 Letn. 19 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-06-30 37.091.3:51:004.8 290783491 10.18690/rei.5419 1855-4431 RAZ_Tangkui_Rayner_2026.pdf RAZ_Tangkui_Rayner_2026.pdf 1 28E2FC4E7D49C51260D2CCE661E03927 2c8c499f17fa48de874748881194d8d3987056bb00684d3786662e44ac36fad5 86d14de9-b0e1-11f1-9175-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=212457 https://doi.org/10.18690/rei.5419 1 4d2a6dab-b0e1-11f1-9175-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=212456 Pedagoška fakulteta Univerzitetna založba Univerze v Mariboru Revija za elementarno izobraževanje 0 0 0