Predicting in-service teachers’ AI readiness from emotions in teaching and mindsets about teaching ability: Testing the direct and moderating effects

Abstract

Enhancing in-service teachers' preparation for AI-assisted education is important in the era of AI. This study investigated how emotions in teaching, mindsets about teaching ability, and their interactions predict AI readiness among 424 Chinese teachers (315 females, Mean age = 38.76 years). Regression analyses revealed that positive emotions and a growth teaching mindset positively predicted AI readiness across cognition, ability, vision, and ethics dimensions. Moderation analyses indicated that the interplay between emotions and mindsets was significant in predicting AI readiness. These findings demonstrate the effects of teaching-related emotions and mindsets on teachers’ AI readiness. The implications and limitations are discussed.