Date
2-13-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Traci Eshelman
Keywords
phenomenology, artificial intelligence, artificial intelligence in education, self-efficacy theory, teacher perception, teaching and learning, technology integration
Disciplines
Education
Recommended Citation
McAllister, Jackie Samantha, "Understanding K-12 Public High School Teachers’ Perceptions of Artificial Intelligence in Education: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 7923.
https://digitalcommons.liberty.edu/doctoral/7923
Abstract
The purpose of this phenomenological study was to understand high school teachers' perceptions of artificial intelligence in education (AIEd) in a K-12 public school district in the northeastern U.S. The theory guiding this study was Bandura’s self-efficacy theory, which provided insights into how teachers’ beliefs about their technology capabilities likely influence their motivation and decisions to integrate AI into the educational process to enhance teaching and learning. The central research question was, “How do K-12 public high school teachers perceive the integration of artificial intelligence in education”? The problem was studied using the qualitative research methodology, transcendental phenomenology. The study was conducted in a school district in the northeastern U.S. Participants were full-time, tenured male and female public high school teachers with at least four years of teaching experience, holding a master's degree, and between the ages of 25 and 75. The data collection methods used to study the problem were in-depth individual interviews, focus groups, and journal prompts. To analyze and synthesize the collected data into a coherent body of findings, the researcher employed Moustakas’ Modified van Kaam thematic analysis method. The five major themes that emerged from the data analysis were: awareness and understanding of AI, beliefs about AI’s role in teaching and learning, teacher AI self-efficacy, ethical and practical concerns, and AI integration. The study found that K-12 public high school teachers hold varied perceptions of the integration of AI in education. While they recognize AI as a transformative tool, their actual use of it was tempered by apprehension, ethical and practical concerns, access to meaningful professional development, and varying levels of confidence.
