This study investigates Chinese teachers' continuance intention to use generative artificial intelligence (AI) by integrating the Expectation-Confirmation Model with Institutional Theory. A sequential explanatory mixed-methods design was employed. Questionnaire data from 437 teachers were analysed using structural equation modelling, followed by semi-structured interviews with 15 teachers to further interpret the findings. The results indicate that confirmation, perceived usefulness, and satisfaction play important roles in shaping teachers' continuance intention, while institutional pressures, including coercive, normative, and mimetic influences, also contribute to continued use. Qualitative findings further reveal that teachers often use generative AI pragmatically to support tasks such as lesson preparation and idea generation, while simultaneously exercising caution and critically evaluating the reliability of AI-generated content. These findings highlight the combined influence of individual evaluations and institutional contexts on teachers' sustained engagement with generative AI in education.

翻译：本研究整合期望确认模型与制度理论，探讨中国教师持续使用生成式人工智能的意图。采用顺序解释性混合方法设计：首先对437份教师问卷数据进行结构方程模型分析，随后对15名教师进行半结构化访谈以深入解释研究发现。结果表明，确认度、感知有用性和满意度在形成教师持续使用意愿中发挥重要作用，而制度压力（包括强制、规范和模仿影响）同样促进持续使用行为。质性研究发现进一步揭示，教师通常以实用主义态度使用生成式人工智能支持备课和创意生成等任务，同时保持审慎态度并批判性评估AI生成内容的可靠性。这些发现凸显了个体评价与制度语境对教师持续参与教育领域生成式人工智能应用的共同影响。