The Effect of AI Self-Efficacy on Teachers' Behavioral Intention to Use AI in Education: The Mediating Role of Perceived Usefulness and Perceived Ease of Use

Background and Objectives: The present study aimed to investigate the effect of teachers' artificial intelligence self-efficacy (AI self-efficacy) on their behavioral intention to use AI in education, with an emphasis on the mediating role of perceived usefulness and perceived ease of use.

Methods: The research method was descriptive correlational based on structural equations modeling and the statistical population of the study included all elementary school teachers (first and second grade) in Zarrinshahr city, from which 280 people were selected using stratified random sampling. We used 4 questionnaires to collect data: AI self-efficacy, perceived usefulness, perceived ease of use, and behavioral intention. Their validity and reliability were calculated and reported. We analyzed the data using descriptive statistics methods including mean and standard deviation and inferential statistics including Pearson correlation and structural equation modeling, with SPSS and Amos software.

Findings: The results of the study showed that AI self-efficacy has a direct, positive and significant effect on teachers' behavioral intention to use AI in education (P= 0.008). In addition, AI self-efficacy indirectly affects behavioral intention through the mediation of perceived usefulness (P= 0.01). AI self-efficacy also affects behavioral intention through perceived ease of use (P= 0.02).

Conclusion: Positive perceptions of AI’s usefulness and ease of use are crucial factors influencing teachers' intention to adopt this technology. AI self-efficacy fosters and strengthens these positive perceptions, thereby enhancing teachers' intention to use AI. To leverage the numerous benefits of AI in education, enhancing teachers' AI self-efficacy in professional development programs is essential. To bridge the gap between self-efficacy and adoption, teacher professional development must prioritize hands-on, low-risk opportunities for experimentation with AI tools, supported by expert guidance and relevant resources. These experiences can significantly boost teachers’ confidence and readiness to integrate AI into their teaching practices.