Teacher’s use of generative AI: Comparing personal use and classroom integration

This study examines high school teachers’ attitudes toward and use of generative artificial intelligence (GAI) in Israel, comparing personal professional use with classroom integration involving students. Using a quantitative online survey of 102 teachers, the study measured GAI adoption and its predictors: attitudes, perceived usefulness, perceived behavioral control, and innovativeness. Findings show moderate personal use of GAI, primarily for lesson planning, but significantly lower classroom use. Personal use was predicted by attitudes, perceived usefulness, and perceived behavioral control, while classroom use was predicted solely by perceived behavioral control. These results suggest teachers are in an exploratory phase, cautiously integrating GAI into teaching. Professional development targeting teacher confidence is recommended to bridge the gap between personal and classroom use.