机构支持通过提升教师信心，间接改善其对AI的接纳态度。
AI Adoption Among Teachers: Insights on Concerns, Support, Confidence, and Attitudes
- 用结构化支持提升教师信心，推动AI采纳
- 260名菲律宾教师中，支持显著提升信心与态度
- 教师担忧未起调节作用，但信心完全中介支持与态度的关系
本研究通过分析机构支持、教师信心和教师担忧在教育领域人工智能（AI）工具采纳中的作用，探讨了教师担忧是否调节机构支持与教师信心及对AI采纳态度之间的关系。研究样本包含来自菲律宾的260名教师，计算了机构支持、信心、担忧和态度的综合得分。分层多元回归分析显示，机构支持显著预测教师信心和对AI的态度。然而，教师担忧并未显著调节这两者关系。后续中介分析表明，信心在机构支持与态度之间起完全中介作用：当引入信心后，直接效应变得不显著，间接效应通过Sobel检验显著。这说明机构支持通过增强教师信心来改善其对AI的接纳态度。研究建议机构提供持续的结构化支持，如专业发展、导师制和将AI融入教师教育项目，以提高教师准备度并促进有效采纳。
原文摘要 · Abstract (English)
The study examines the adoption of artificial intelligence (AI) tools in education by analyzing the roles of institutional support, teacher confidence, and teacher concerns. It aims to determine whether teacher concerns moderate the relationship between institutional support and two outcomes: teacher confidence and attitudes toward AI adoption. The sample included 260 teachers from the Philippines. Composite scores were calculated for institutional support, confidence, concerns, and attitudes. Moderated multiple regression analysis showed that institutional support significantly predicted both teacher confidence and attitudes toward AI. However, teacher concerns did not significantly moderate these relationships. A follow-up mediation analysis tested whether confidence explains the effect of institutional support on attitudes. Results showed full mediation. The indirect effect was significant based on the Sobel test, and the direct effect became non-significant when confidence was included in the model. This shows that institutional support improves teacher attitudes by increasing their confidence. The study recommends that institutions provide structured and ongoing support to strengthen teacher confidence. Professional development, mentoring, and AI integration in teacher education programs can increase readiness and support effective AI adoption.
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