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VOL. 11, ISSUE 4 (2026)
Reconceptualizing teacher effectiveness in the age of artificial intelligence: Emerging dimensions and implications
Authors
Dr. Archana Yadav, Sonika Yadav
Abstract
Artificial intelligence (AI) is steadily reshaping classroom practice
and with it, the criteria by which teaching quality is judged. Traditional
models of teacher effectiveness were built around subject mastery, pedagogical
skill, classroom management and measurable student outcomes. The diffusion of
adaptive learning systems, generative AI tools and automated assessment
platforms into everyday teaching is now placing new demands on teachers that
these traditional models do not fully capture. This conceptual paper draws on
existing research to examine on teacher effectiveness, AI competence
frameworks, teacher role transformation and AI ethics in education to argue for
a reconceptualization of teacher effectiveness for the AI era. Drawing on
frameworks such as TPACK and its AI-oriented extensions, studies on
generative-AI-era teacher roles and scholarship on algorithmic bias and the
digital divide, the paper proposes six emergent dimensions of teacher
effectiveness: AI-pedagogical integration competence, critical AI literacy and
ethical judgment, human-AI collaborative facilitation, socio-emotional
stewardship, adaptive professional learning and equity-oriented practice. The
paper concludes by discussing implications for teacher education, professional
development and educational policy and by outlining directions for future
empirical validation of the proposed dimensions.
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Pages:28-31
How to cite this article:
Dr. Archana Yadav, Sonika Yadav "Reconceptualizing teacher effectiveness in the age of artificial intelligence: Emerging dimensions and implications". International Journal of Advanced Education and Research, Vol 11, Issue 4, 2026, Pages 28-31
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