Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Melinda Carver

Keywords

generative AI, technology acceptance, perceived usefulness, perceived ease of use

Disciplines

Education

Abstract

The purpose of this quantitative causal-comparative study was to determine if a significant difference exists among certified educators’ acceptance of generative AI, based on the Technology Acceptance Model (TAM), based on their career stage (early-, mid-, and advanced-career) in a southern U.S. state. This study is important because it explored the connection between teaching experience and educators’ views on the integration of generative AI in the classroom. The sample consisted of 165 certified K-12 educators from different schools and school districts in the United States to encompass a diversity of participant experiences and perceptions. Data were collected via an online TAM survey assessing participants’ perceived usefulness (PU) and the perceived ease of use (PEOU) of generative AI in education. The results revealed significant differences in the perceived usefulness and perceived ease of use of generative AI among K-12 certified educators across career stages. Early-career teachers showed the highest acceptance of generative AI tools among the three groups, based on both PU and PEOU criteria. The acceptance ratings of mid-career educators were at relatively high levels, slightly lower than those of early-career teachers but considerably higher than those of advanced-career educators. It is recommended that future research could include longitudinal studies on educators’ technology acceptance, examine the role of institutional support and resources, explore the issue in other educational settings beyond the specific context in the southern state, ensure a more balanced gender representation of participants, and identify targeted programs for educators in different career stages.

Download

Included in

Education Commons

Share

COinS