The purpose of the present study is to examine the extent to which artificial intelligence (AI) improves teachers’ professionalism in Beni Mellal-Khenifra region in Morocco. To achieve this purpose, this research employed a questionnaire survey method, collecting data from a sample of 340 teachers. The variables in the hypothesized model were evaluated using a customized five-point Likert scale. Data analysis has been conducted through confirmatory factor analysis (CFA) and structural equation modeling (SEM), utilizing Analysis of Moment Structures (AMOS) software. The findings reveal that teachers’ satisfaction with their use of AI positively influences the development of their professionalism, though the direct impact of AI usage on this professionalism was not observed. This suggests that satisfaction functions as a moderate factor between the actual use of AI and the enhancement of teachers’ professionalism. Furthermore, the study highlights that the overall quality of AI tools significantly influences both user satisfaction and actual usage of AI among teachers. Based on these findings, the study can encourage educational leaders to incorporate the factors that shape teachers’ satisfaction with AI into distance teaching and learning models, in the context of basic, formative, and continuing education. Also, the study proposes to develop a virtual agent technology as an effective tool to support teachers in the development of their professionalism.