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Abstract- This study investigates the mediating role of AI self-efficacy in the relationship between literacy facilitation, job replacement anxiety by artificial intelligence (AI), and job satisfaction among primary and secondary school teachers in Wuhan, China. A quantitative cross-sectional survey method was used. Online questionnaires were disseminated via Wenjuanxing to primary and secondary school teachers in Wuhan. A non-probability purposive sampling technique was employed, resulting in 655 usable responses. The analysis utilized Partial Least Squares Structural Equation Modelling (PLS-SEM) through Smart PLS 4.1 software.Results indicated that AI self-efficacy significantly mediates the relationship between literacy facilitation and job satisfaction (β = 0.027, p < .01) and between job replacement anxiety by AI and job satisfaction (β = -0.024, p < .05). Enhanced literacy facilitation improves teachers' AI self-efficacy, which in turn positively influences their job satisfaction. Conversely, higher job replacement anxiety by AI negatively impacts job satisfaction but can be mitigated through improved AI self-efficacy. This research contributes to organizational behavior literature by empirically validating the critical role of AI self-efficacy as a mediator in understanding how AI-related factors influence job satisfaction among teachers. It extends Social Cognitive Theory by highlighting the interaction between personal beliefs (AI self-efficacy), external factors (literacy facilitation) and psychological reaction to technology (job replacement anxiety by AI) in shaping teacher outcomes. Practical implications suggest educational administrators focus on targeted AI literacy training to enhance teacher satisfaction and mitigate AI-related anxiety.

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