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.