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Perception and practice: a mixed methods study of K-12 educators' perceptions and integration of artificial intelligence
Dissertation   Open access

Perception and practice: a mixed methods study of K-12 educators' perceptions and integration of artificial intelligence

Jodi Kupersmith
Doctor of Education (Ed.D.), Drexel University
27 May 2026
DOI:
https://doi.org/10.17918/00011383
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Abstract

Artificial intelligence literacy K-12 education Mixed methods study Teacher perceptions Teacher workload Teacher Education
The rapid growth of artificial intelligence (AI) in K-12 education is occurring amidst widespread teacher burnout, rising administrative demands, and insufficient institutional support. While AI is widely marketed as an efficiency tool, its impact on educators remains largely underexplored. This mixed-methods phenomenological study examined how educators experience AI integration, its impact on workload, how AI familiarity shapes perceptions, and how teachers navigate challenges. Data were collected from 95 K-12 educators via a quantitative survey measuring AI usage, impact on workload, and self-reported AI literacy skills, alongside six in-depth qualitative interviews. Data strands were analyzed separately and then integrated to compare and synthesize findings across both methods. The study concludes with four recommendations for practice: establishing clear boundaries for appropriate AI use; providing ongoing, structured professional development; educating stakeholders about AI's limitations, including bias, data privacy concerns, and inaccuracy; and prioritizing the preservation of human agency and connection in learning. Ultimately, the findings suggest that AI is not replacing teachers but is sharpening the focus on what teachers do best: building relationships, fostering critical thinking, and supporting students in ways no machine can replicate. The future of education will be shaped not by the tools adopted, but by the wisdom and intentionality with which educators choose to use them.

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