Teachers Perceptions & Attitudes towards Artificial Intelligence (AI) Integration in Suburban School

Abstract

In the digital transformation era, educators are exploring the potential of artificial intelligence (AI) to enhance learning. This study investigates teachers' perceptions and attitudes regarding artificial intelligence (AI) integration in suburban schools. A quantitative survey methodology was employed, using a structured questionnaire distributed via Google Forms to suburban school teachers. The questionnaire consisted of four sections: demographic information, perceived usefulness, perceived ease of use, and attitudes toward AI. Responses were measured using a five-point Likert scale to assess teachers' agreement levels with various AI-related statements. A total of 250 questionnaires were distributed between February 1 and May 30, 2024, yielding 205 valid responses (82% response rate). The study found that in terms of perception, suburban teachers generally view artificial intelligence (AI) as a valuable tool in their work. They believe artificial intelligence (AI) can help them personalize learning for students, address individual needs, improve their teaching skills, and reduce the time spent on administrative tasks. In the context of attitudes, teachers are particularly excited about how artificial intelligence (AI) can enhance creativity and problem-solving in the classroom and improve their overall teaching effectiveness. Their attitudes suggest enthusiasm for AI's potential to foster creativity and problem-solving in classrooms. These positive perceptions and attitudes highlight a readiness among teachers to integrate AI into their teaching practices.