The impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction
Yiming Yang , Qi Xia , Chuanbin Liu , Thomas K.F. Chiu
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引用次数: 0
Abstract
Understanding teachers' willingness to integrate generative AI (WIAI) is essential in the current dilemma where students' adoption rate is faster than teachers'. Therefore, this study aims to identify factors affecting teachers' WIAI and their interactions from the perspectives of needs satisfaction and emotion. We used regression analyses to analyze data collected from 1348 teachers online. The results supported that TPACK positively influences teachers' WIAI, but this effect is weakened by negative emotions, while needs satisfaction for competence and relatedness buffers the negative effect more effectively than autonomy. These highlight the role of emotional and psychological support in fostering teachers’ adoptions.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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