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<p>This study investigates the factors influencing K–12 teachers’ intention to adopt AI tools in teaching by extending the Technology Acceptance Model with two contextual antecedents: teachers’ AI tool competence and school support. Survey data from 218 in-service teachers in Taiwan were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings indicate that AI tool competence and school support significantly shape perceived ease of use and perceived usefulness, which in turn predict behavioral intention. Perceived usefulness emerges as the stronger proximal predictor of intention, while AI tool competence most strongly influences perceived ease of use. The substantive pattern of relationships remains stable after accounting for key demographic characteristics. By incorporating teacher competence and institutional support into the TAM, this study provides a context-sensitive explanation of AI adoption in K–12 education and offers practical implications for school-level implementation.</p>

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Factors influencing K–12 teachers’ intention to adopt AI tools in teaching: Extending TAM with AI tool competence and school support

  • 期刊论文

  • 发表日期：

    2026年5月26日

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  • Feng-Chao Yang

摘要

This study investigates the factors influencing K–12 teachers’ intention to adopt AI tools in teaching by extending the Technology Acceptance Model with two contextual antecedents: teachers’ AI tool competence and school support. Survey data from 218 in-service teachers in Taiwan were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings indicate that AI tool competence and school support significantly shape perceived ease of use and perceived usefulness, which in turn predict behavioral intention. Perceived usefulness emerges as the stronger proximal predictor of intention, while AI tool competence most strongly influences perceived ease of use. The substantive pattern of relationships remains stable after accounting for key demographic characteristics. By incorporating teacher competence and institutional support into the TAM, this study provides a context-sensitive explanation of AI adoption in K–12 education and offers practical implications for school-level implementation.