Integrating artificial intelligence (AI) into primary inclusive classrooms can significantly enhance teacher well-being by streamlining tasks, preventing burnout, fostering collaboration, and supporting diverse learning needs. However, for teachers to effectively use AI, they need to recognize its relevance, engage with its benefits, and promote its use to enhance their own well-being. The primary goal of this study is to examine the moderator effect of leadership support on the adoption of AI applications and tools and psychological well-being in primary inclusive classrooms in our hypothesized research model. To address this purpose, a quantitative methodology with structural equation modeling was utilized. Data was retrieved through an online questionnaire from 342 primary inclusive teachers, most being regular AI users. Our findings indicate that extensive use of AI tools is linked to engagement, relationships, and accomplishment but not to positive emotions or meaning. Surprisingly, school leadership negatively moderates factors outcomes, except for accomplishment, which remained effective. Leadership appeared less crucial in promoting AI adoption and enhancing teacher well-being. Leadership emerged as a less critical factor in promoting AI applications and tool adoption and teacher well-being. Professional programs for teachers should incorporate the impact of AI-based educational tools on psychological well-being, emphasizing the key role of leadership in AI adoption. Additionally, these programs should offer opportunities for sharing best practices to enhance the effective integration of AI in educational settings.
Citation: Samah Hatem Almaki, Nofouz Mafarja, Hamama Mubarak Saif Al Mansoori. Teacher well-being and use of artificial intelligence applications and tools: Moderation effects of leadership support in inclusive classroom[J]. STEM Education, 2025, 5(1): 109-129. doi: 10.3934/steme.2025006
Integrating artificial intelligence (AI) into primary inclusive classrooms can significantly enhance teacher well-being by streamlining tasks, preventing burnout, fostering collaboration, and supporting diverse learning needs. However, for teachers to effectively use AI, they need to recognize its relevance, engage with its benefits, and promote its use to enhance their own well-being. The primary goal of this study is to examine the moderator effect of leadership support on the adoption of AI applications and tools and psychological well-being in primary inclusive classrooms in our hypothesized research model. To address this purpose, a quantitative methodology with structural equation modeling was utilized. Data was retrieved through an online questionnaire from 342 primary inclusive teachers, most being regular AI users. Our findings indicate that extensive use of AI tools is linked to engagement, relationships, and accomplishment but not to positive emotions or meaning. Surprisingly, school leadership negatively moderates factors outcomes, except for accomplishment, which remained effective. Leadership appeared less crucial in promoting AI adoption and enhancing teacher well-being. Leadership emerged as a less critical factor in promoting AI applications and tool adoption and teacher well-being. Professional programs for teachers should incorporate the impact of AI-based educational tools on psychological well-being, emphasizing the key role of leadership in AI adoption. Additionally, these programs should offer opportunities for sharing best practices to enhance the effective integration of AI in educational settings.
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Figures(1) / Tables(6)
Samah Hatem Almaki, Nofouz Mafarja, Hamama Mubarak Saif Al Mansoori. Teacher well-being and use of artificial intelligence applications and tools: Moderation effects of leadership support in inclusive classroom[J]. STEM Education, 2025, 5(1): 109-129. doi: 10.3934/steme.2025006
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