Teacher readiness for generative AI: A Theory of Planned Behaviour approach

As generative artificial intelligence (GenAI) tools become increasingly integrated into educational contexts, teacher readiness to adopt these technologies has emerged as a critical factor shaping their impact. This study investigates teacher readiness for GenAI adoption using the Theory of Planned Behaviour (TPB) as a theoretical framework, focusing on the constructs of attitude, perceived behavioural control, and subjective norms. Positioned within a quantitative research paradigm, the study utilised a cross-sectional survey design and a structured questionnaire to examine teachers' beliefs and practices. A jurisdiction-wide survey of 111 teachers in the Australian Capital Territory was conducted to explore their beliefs, abilities, experiences, and concerns related to GenAI. A quantitative analytical approach was adopted, and Principal Component Analysis identified four readiness dimensions: integration skills, perceived threats, perceived opportunities, and classroom use. These mapped to TPB as follows: perceived behavioural control was reflected in teachers' confidence using GenAI for lesson design, collaboration, and student interaction; attitudes were bifurcated into enthusiasm for GenAI's potential to reduce workload and support innovation, and concern over its risks to student autonomy, social-emotional learning, and teacher roles; subjective norms did not emerge as a distinct factor, indicating limited institutional guidance or peer consensus. Gender-based differences were noted, with female teachers expressing higher optimism and ethical awareness. The findings highlight the complexity of GenAI adoption, where professional confidence interacts with deep pedagogical and ethical caution. This study contributes new empirical evidence and theoretical insights into how teachers conceptualise and respond to GenAI, offering implications for professional learning, policy development, and future research. It also suggests refinements to TPB when applied to emerging technologies characterised by rapid change, ethical ambiguity, and uncertain pedagogical value.