As artificial intelligence (AI) receives wider attention in education, examining teachers' acceptance of AI (TAAI) becomes essential. However, existing instruments measuring TAAI reported limited reliability and validity evidence and faced some design challenges, such as missing informed definitions of AI to participants. This study aimed to develop and validate a TAAI instrument, with providing sufficient evidence for high psychometric quality. Based on the literature, we first identified five dimensions of TAAI, including perceived usefulness, perceived ease of use, behavioral intention, self-efficacy, and anxiety, and then developed items to assess each dimension. We examined the face and content validity using expert review and think-aloud with pre-service teachers. Using the revised instrument, we collected responses from 274 pre-service teachers and examined the item discriminations to identify outlier items. We employed the confirmatory factor analysis and Cronbach's alpha to examine the construct validity, convergent validity, discriminant validity, and reliability. Results confirmed the dimensionality of the scale, resulting in 27 items distributed in five dimensions. The study exhibits robust validity and reliability evidence for TAAI, thus affirming its usefulness as a valid measurement instrument.

翻译：随着人工智能（AI）在教育领域受到更广泛的关注，考察教师对人工智能的接受度变得至关重要。然而，现有测量教师AI接受度的工具报告的信度和效度证据有限，并面临一些设计挑战，例如未向参与者提供明确的AI定义。本研究旨在开发并验证一个教师AI接受度测量工具，为其提供充分的高心理测量学质量证据。基于文献，我们首先确定了教师AI接受度的五个维度，包括感知有用性、感知易用性、行为意向、自我效能感和焦虑感，随后开发了评估每个维度的题项。我们通过专家评审和对职前教师的出声思维法检验了表面效度和内容效度。使用修订后的工具，我们收集了274名职前教师的回答，并通过项目区分度分析识别了异常题项。我们采用验证性因子分析和克隆巴赫α系数检验了结构效度、收敛效度、区分效度和信度。结果证实了量表的多维结构，最终形成包含五个维度共27个题项的量表。本研究为教师AI接受度量表提供了强有力的效度和信度证据，从而确认其作为一个有效测量工具的实用性。