An Analysis of Factors Influencing Elementary and Secondary School Teachers' Intention to Use Artificial Intelligence

다국어 초록 (Multilingual Abstract)

The integration of Artificial Intelligence (AI) in education has the potential to personalize learning and support data-driven policymak ing. Teachers' perceptions of AI, however, are crucial for its successful implementation in classrooms. This study investigates factors influencing the intention to use AI among elementary, middle, and high school teachers in A Province. Data from 686 teach ers, collected via an online survey, were analyzed using SPSS 26. Correlation and multiple regression analyses examined relation ships among AI acceptance, AI teaching efficacy, AI ease of use, AI usefulness, and teachers' intention to use AI. For elementary school teachers, AI acceptance and AI usefulness significantly predicted intention to use AI, explaining 65% of variance. Similarly, middle school teachers’ intention to use AI was influenced by AI acceptance, AI ease of use, and AI usefulness, accounting for 70% of variance. For high school teachers, AI acceptance and AI usefulness were key predictors, explaining 73% of variance. Across all groups, AI acceptance and AI usefulness consistently emerged as significant factors. The findings highlight the importance of tailored strategies to enhance teachers’ AI acceptance and AI usefulness. These results offer valuable insights for policymakers and educators seeking to promote AI-driven education effectively.