Does the Perceived Organizational Support and Al Literacy Affect Teachers’ Al Instructional Creative Performance?

Abstract

As a connection between teachers and students, instructional innovation behaviors can elicit students’ intrinsic motivation, facilitate them to engage in learning actively and deep learning, meanwhile the outcomes of instructional innovation can guide students to develop their capacities. To enhance teachers’ Al instructional creative performance, the study proposed an Al instructional creative performance model based on the organizational ecology and planned behavior theory, then inspected it by path analysis through a self-rating questionnaire survey of 496 K-12 teachers. The results showed that perceived organizational support and Al literacy do not have a direct effect on teachers’ Al instructional creative performance, but they have indirect impacts through the mediation effect of creativity intention and creative self-efficacy on that.