International Journal of
Information and Education Technology

Abstract—This study aimed to evaluate high school chemistry teachers’ self-efficacy perceptions and attitudes toward augmented reality using a systematic structural approach. This research was designed as a mixed-methods study. The study group consisted of 360 chemistry teachers. Data were collected through the self-efficacy scale for teaching in the laboratory, the Teachers’ Augmented Reality Competencies Scale (TARC), and a semi-structured interview form developed by the researchers. Quantitative data were analyzed using a statistical program, while descriptive analysis was used to examine the qualitative data. The findings revealed that teachers generally reported high self-efficacy levels for teaching in the laboratory, as well as high scores on the augmented reality competency scale. The research findings show that chemistry teachers’ self-efficacy levels for teaching in the Laboratory were generally high. However, correlation analysis showed no statistically significant relationship between self-efficacy levels and augmented reality competencies. Based on these results, recommendations were proposed in alignment with the principles and components of the systematic structural approach.

Keywords—chemistry teachers, self-efficacy, augmented reality, systematic structural approach, mixed method

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Cite: Saltanat Manapova, "Evaluation of Self-efficacy Perceptions and Attitudes towards Augmented Reality of High School Teachers Teaching Chemistry Course," International Journal of Information and Education Technology, vol. 16, no. 8, pp. 2127-2136, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).