Abstract
Generative AI is reshaping the K-12 educational landscape and understanding teachers’ perceptions of AI is critical for districts navigating the complex implementation of AI in schools. This mixed-methods study examined K-12 teachers’ perceptions of AI, factors shaping teachers’ perceptions, and how they influence pedagogical decisions. Three key findings emerged from this study. First, teachers demonstrated a significant adoption gap between teacher and student use of AI. Next, neither formal training on AI nor years of teaching experience significantly predicted AI confidence. Both trained and untrained teachers reported nearly identical confidence levels while professional values and identity emerged as dominant predictors of AI use in the classroom. Finally, teachers’ instructional approaches followed three main pedagogical typologies: Restrictors, Cautious Integrators, and Advocates. Each typology reflects distinct values-based orientations toward AI use in the classroom and not simply varying levels of confidence or technical readiness.
These findings challenge conventional technology adoption models and have direct implications for AI implementation in schools. Technical training alone cannot address the values-based concerns that educators have about students using AI. Effective AI integration in K-12 schools requires sustained professional dialogue that provides a differentiated approach for each typology and prompts critical reflection of whether existing instructional practices remain relevant in an AI-driven world.