Exploring K-12 Teachers' and Administrators' Perceptions of Generative AI Tools in Educational Practices

Artificial Intelligence (AI) has entered a period of rapid development, and tools, particularly generative AI (GenAI), are now more accessible than ever. Schools around the world are beginning to feel the impact as educators and students explore how to integrate these tools into teaching and learning. With countries like the United States and China prioritizing AI in education, it is more critical than ever for schools to think seriously about how to harness GenAI’s potential to reduce teacher workload, support differentiation, and enhance student learning, while also mitigating risks associated with their use. This mixed-methods action research study was conducted within the Trinity Area School District and explored K-12 teachers’ and building administrators’ perceptions of GenAI in educational practices, serving as a foundational step in developing an AI implementation plan for the district. Guided by the Technology Acceptance Model (TAM), the study found that Perceived Usefulness (PU) was a statistically significant predictor of teachers’ intent to use GenAI, while Perceived Ease of Use (PEOU) was not. For administrators, neither PU nor PEOU significantly predicted intent to adopt. Demographic variables showed no significant influence, but prior
experience with GenAI tools was a significant predictor of adoption intent. Both teachers and administrators held moderately positive perceptions of GenAI, highlighting an
opportunity to build momentum through focused support. The study concludes with insights to guide AI integration planning and offers direction for future research aimed at
fostering responsible, meaningful adoption in K-12 education.