Behavioral Intention Towards Artificial Intelligence Integration and Teachers’ Self-Efficacy
DOI:
https://doi.org/10.54536/ajahs.v5i4.8741Keywords:
Artificial Intelligence, Behavioral Intention, Self-EfficacyAbstract
The rapid integration of artificial intelligence (AI) in education has reshaped instructional practices, making teachers’ readiness and confidence critical considerations. This study determined the level of Grade 7 teachers’ behavioral intention towards AI integration and self-efficacy. Specifically, it described the respondents’ profile in terms of age, sex, position, educational attainment, and AI-related training; their behavioral intention based on attitude, subjective norm, and perceived behavioral control; their self-efficacy concerning student engagement, instructional strategy, and classroom management; the relationship between the two variables; and whether respondents’ profile moderates this relationship. A quantitative descriptive-correlational design was employed, involving 185 Grade 7 teachers from the districts of Kadingilan, Damulog, Kibawe, and Dangcagan in the Division of Bukidnon, selected through universal sampling. Data were gathered using a researcher-made questionnaire. Mean, standard deviation, Pearson Product-Moment Correlation, and multiple linear regression were used for statistical treatment. Findings revealed a very high level of behavioral intention and self-efficacy among teachers, with a significant positive relationship between the two variables, further moderated by respondents’ profile, particularly position and trainings attended. The study concludes that teachers’ favorable behavioral intention toward AI strengthens their self-efficacy. It is recommended that school heads may enhance teachers’ readiness and confidence in integrating AI into instruction.
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