Technological Competence, Training and Support, Attitude Towards AI, and Teachers’ Acceptance

Abstract

The presence of artificial intelligence (AI) in the digital world offers innovative solutions to persistent challenges in education. However, teachers' willingness to embrace AI is often hindered by concerns about maintaining professional autonomy, data privacy, adequate training, and ensuring authentic interactions with students. This study examined the levels of technological competence, training and support, and attitude towards AI among teachers, and how these factors influence teachers’ acceptance of AI. A quantitative research design was employed, incorporating descriptive, correlational, and causal elements. Data were collected through surveys administered to 100 teachers from the Senior High School and Junior High School departments of Liceo de Cagayan University during the 2024–2025 academic year. Descriptive statistics, Pearson’s r correlation, and multiple linear regression techniques were used to analyze the data. Findings revealed that teachers demonstrated high levels of technological competence (M = 4.12), training and support (M = 3.92), and a positive attitude (M = 4.24), which corresponded with high acceptance of AI (M = 4.12). Significant positive correlations were found between AI acceptance and the key influencing factors: technological competence (r = 0.738, p < .05), training and support (r = 0.899, p < .05), and attitude (r = 0.851, p < .05). Remarkably, teachers’ attitude emerged as the strongest predictor of AI acceptance (β = 0.669, p = .05). The study concludes that teachers’ acceptance of AI is significantly influenced by their technological competence, the training and support they receive, and, most notably, their attitude. To enhance AI integration, educational institutions may prioritize comprehensive teacher training, provide supportive environments, and address concerns related to AI’s reliability and accuracy. Since attitude was the strongest predictor, promoting AI as a reliable, beneficial, and pedagogically relevant tool could significantly boost teachers’ willingness to integrate it into their practices.