Exploring AI Readiness Through Teachers’ Self-Efficacy and Technological Pedagogical Content Knowledge (TPACK)

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 3
  In Roundtable Session: Teachers’ Perspectives, Readiness and Experiences in the Post-COVID AI Era

Abstract

This study used a survey of 430 South African teachers with prior AI professional development to examine how self-efficacy and Technological Pedagogical Content Knowledge (TPACK) relate to AI readiness. Multiple regression analysis tested two hypotheses: (1) AI readiness is positively associated with self-efficacy and TPACK, and (2) self-efficacy moderates the relationship between TPACK and AI readiness. Results indicated that self-efficacy (β = .50) and TPACK (β = .42) were significant, independent predictors of AI readiness (R² = .76, p < .001). However, self-efficacy did not moderate the relationship between TPACK and AI readiness. These findings suggest that professional development should simultaneously build teacher confidence and strengthen the integration of technology, pedagogy, and content to support effective AI implementation in classrooms.

Authors

• Carlos Manrique Perez, Texas A&M University

• Mahjabin Chowdhury, Texas A&M University