Leadership, Professional Learning, and Collaboration: Examining Enabling Conditions for Teacher AI Engagement in Public Schools

• In Event: AERA Roundtable Session Wednesday 9:45 am
  In Roundtable Session: Artifical Intelligence: Opportunities and Ethical Dilemmas for Student Learning & Systems Change

Abstract

This study investigates how school-level enabling conditions shape teachers’ engagement with artificial intelligence (AI) tools in instruction. Grounded in theories of teacher professional learning in complex environments, it analyzes responses from a statewide survey of public-school teachers and administrators. Using descriptive and multilevel analyses, the study explores associations between teachers’ AI engagement and three key conditions: instructional leadership, professional learning focused on pedagogy, and structured collaboration. Contextual school factors are integrated into the analysis. Findings underscore the pivotal role of leadership and professional learning support in fostering ethical and effective AI integration. The study concludes by acknowledging the limitations of cross-sectional survey data and advocating for complementary qualitative research to develop targeted and context-responsive professional learning models.

Authors

• Xiu Cravens, Vanderbilt University

• Xun Zhang, Vanderbilt University