This study examined various variables associated with teachers’ adoption of Generative Artificial Intelligence (GenAI) technologies for professional use. It aims to identify elements such as AI technology acceptance, AI literacy, and physical access to technology that might be associated with teachers’ professional use of GenAI in educational environments. A total of 270 Israeli teachers completed an online questionnaire, which included demographic data and six Artificial Intelligence (AI) acceptance subscales: social influence, hedonic motivation, performance expectancy, effort expectancy, willingness to use AI, and positive emotions. The questionnaire assessed AI literacy and aspects of physical access from both home and work. Teachers’ professional use of GenAI was significantly associated with the six subscales of the Artificially Intelligent Device Use Acceptance (AIDUA) model, AI literacy, and physical access to technology. Among the AIDUA model subscales, effort expectancy was a significant predictor of AI usage. AI literacy and educational level emerged as strong independent predictors. Better physical access at work was associated with greater AI use among science and technology teachers. This study highlights the need for targeted professional development that enhances AI literacy and addresses the emotional dimensions of AI use among teachers to boost their confidence and competence in AI integration.
Deshen et al. (Sat,) studied this question.