Examining the moderating role of generative AI in advancing teachers’ professional competencies through self-directed learning: evidence from Ghana

This study examines the moderating role of Generative AI (GenAI) in the relationship between Self-Directed Learning (SDL) and Teacher Professional Competencies (TPC) among 363 high school teachers in Ghana. Utilizing Partial Least Squares Structural Equation Modelling (PLS-SEM), the study empirically confirms that SDL significantly enhances all three dimensions of TPC: Professional Values and Attitudes, Professional Knowledge (PK), and Professional Practice (PP). GenAI independently improves PK and PP but negatively impacts PVA. More impotantly, moderation analysis reveals that higher GenAI usage significantly weakens the SDL-TPC relationship, with adverse interaction effects on PK, PP, and PVA. These findings suggest a curvilinear dynamics where moderate GenAI use enhances professional learning, but excessive reliance impairs self-regulated engagement and professional values. The study highlights the imperative for a balanced AI integration in teacher development programs, leveraging its strengths while preserving teacher autonomy and reflective practice in rapid digital transformation.