Understanding AI Adoption Among Teachers: Personality, Self-Efficacy, and Technology Acceptance in Private Schools in Astana

Abstract

This study investigates factors that influence teachers’ adoption of artificial intelligence (AI) tools in seven private schools in Astana, Kazakhstan. While AI technologies such as automated assessment systems and intelligent tutoring platforms offer opportunities to enhance teaching and learning, evidence suggests that their classroom integration depends heavily on teachers’ individual characteristics and perceptions. Guided by the Technology Acceptance Model (TAM) and the Big Five personality traits framework, this quantitative, cross-sectional, correlational study examines how perceived usefulness, perceived ease of use, self-efficacy, and personality traits predict teachers’ behavioral intention to adopt AI tools. Data were collected through a validated online survey administered to teachers across multiple private schools in Astana and analyzed using descriptive statistics and multiple linear regression. The findings showed that self-efficacy, technology acceptance beliefs, and extraversion were significant positive predictors of teachers’ behavioral intention to adopt AI tools, whereas openness, conscientiousness, agreeableness, and neuroticism were not significant predictors in the final model. These results suggest that meaningful AI adoption in private schools depends not only on access to technology, but also on teachers’ confidence in using AI tools and their perceptions of those tools as useful and manageable in practice.