Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jounal of Education and Teaching (JET)
Shamal Abdullah Abdullah
English Department, Faculty of Arts, Soran University, Iraq
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Investigating Teachers' Readiness for Revolutionizing Education with Artificial Intelligence: Private School Teachers as an Example Parween Yaqub Saadi; Shamal Abdullah Abdullah; Karwan Kakabra Kakamad
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.938

Abstract

Artificial intelligence (AI) is transforming education, yet empirical research on educators' readiness to develop in regions such as the Kurdistan Region of Iraq (KRI) remains scarce. To address this gap, this quantitative cross-sectional study investigates private school teachers’ readiness to integrate AI by synthesizing the Technology Acceptance Model (TAM) and Teacher Self-Efficacy (TSE) frameworks. Data was collected via a purposive sample of KRI teachers (N=107). Readiness was measured across three dimensions: knowledge, practicality, and ethics. Construct validity was established using Confirmatory Factor Analysis (CFA), followed by multiple linear regression. Results revealed that while teachers possess high conceptual AI knowledge, they exhibit significant hesitation toward practical, high-stakes implementation. Crucially, the inferential analysis yielded a novel finding: theoretical pedagogical knowledge (= 0.506,  < .001), rather than practical technical self-efficacy, significantly predicts teachers' ethical readiness. This study makes a vital contribution to the literature by demonstrating that, to overcome ethical implementation barriers in developing educational contexts, institutional policy must pivot from providing basic technical exposure to delivering rigorous, conceptual AI pedagogical training.
Co-Authors Karwan Kakabra Kakamad Parween Yaqub Saadi