Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Wes DeSantis, Ed.D.

Second Advisor

Dr. Patrick Fogarty, Ed.D.

Third Advisor

Dr. Shaireen Rasheed, Ph.D.

Abstract

How U.S. K-12 educators perceive and use artificial intelligence (AI) is an emerging field of research as most existing research originates from Europe and Asia, often focused on higher education. This mixed-methods study examines U.S. K-12 educators’ perceptions of AI across three settings; personal, professional, and direct instruction, along with factors influencing acceptance, or resistance, and strategies to support integration. An anonymous survey, administered in the Spring of 2026, yielded 79 responses, primarily from suburban public school educators in the New York City vicinity. Quantitative data were analyzed, and open-ended responses were thematically coded. One of the most notable findings of this study is the lack of statistical significance effect age had on familiarity, comfort, or instructional use, which challenges the “digital native” trope. Similarly, career length did not affect comfort but did affect instructional use (p = .026). Early career teachers (0-5 years) averaged 3.50, compared with 1.25-1.81 for teachers with 11 or more years. Overall, educators were comfortable using AI personally (M - 3.13) and professionally (M = 3.25), but instructional use dropped sharply (M = 1.70). Personal and professional use together explained only 8.5% of the variance in instructional use (R2 = .085), so positive perceptions did not translate into classroom integration. Qualitative themes were consistent across settings; efficiency gains, data privacy, accuracy and trust, ethical, environmental, and academic-integrity concerns, and gaps in policy and training. Only 37% of respondents receiving training found the training useful or very useful. The findings support clear district AI policies and professional development connecting teachers’ own productivity uses to classroom integration and responsible student use. Limitations include a small, geographically and demographically narrow convenience sample.

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