The study examines the adoption of artificial intelligence (AI) tools in education by analyzing the roles of institutional support, teacher confidence, and teacher concerns. It aims to determine whether teacher concerns moderate the relationship between institutional support and two outcomes: teacher confidence and attitudes toward AI adoption. The sample included 260 teachers from the Philippines. Composite scores were calculated for institutional support, confidence, concerns, and attitudes. Moderated multiple regression analysis showed that institutional support significantly predicted both teacher confidence and attitudes toward AI. However, teacher concerns did not significantly moderate these relationships. A follow-up mediation analysis tested whether confidence explains the effect of institutional support on attitudes. Results showed full mediation. The indirect effect was significant based on the Sobel test, and the direct effect became non-significant when confidence was included in the model. This shows that institutional support improves teacher attitudes by increasing their confidence. The study recommends that institutions provide structured and ongoing support to strengthen teacher confidence. Professional development, mentoring, and AI integration in teacher education programs can increase readiness and support effective AI adoption.

翻译：本研究考察了机构支持、教师信心和教师关切在人工智能（AI）工具教育采纳中的作用，旨在确定教师关切是否调节机构支持与两个结果变量（教师信心和对AI采纳的态度）之间的关系。样本包括来自菲律宾的260名教师。研究计算了机构支持、信心、关切和态度的综合评分。调节多元回归分析显示，机构支持显著预测教师信心和对AI的态度，但教师关切并未显著调节这些关系。后续中介分析检验了信心是否解释机构支持对态度的影响，结果显示完全中介效应。基于Sobel检验的间接效应显著，而当信心纳入模型时，直接效应变得不显著。这表明机构支持通过提升教师信心来改善其对AI的态度。研究建议机构提供结构化且持续的支持以增强教师信心，并通过专业发展、导师指导和教师教育项目中的AI整合，提高准备度并促进有效的AI采纳。