Program evaluation demonstrates varied artificial intelligence self-efficacy among high school teachers, indicating the need for comprehensive training beyond lesson planning.
Artificial intelligence is expanding in K–12 education, yet many teachers remain uncertain about how to use these tools responsibly in classroom practice. This study examined high school teachers’ AI self-efficacy following participation in an AI-focused professional development program. The analysis was guided by Bandura’s theory of self-efficacy and the Teachers’ AI Competency Scale (TAICS). Survey responses and open-ended reflections were collected from teachers participating in the second year of a summer AI research program at a historically Black college and university (HBCU). Teachers described confidence when using AI for planning and lesson design. Responses revealed less comfort related to assessment, ethics, human-centered use, and professional collaboration. Findings suggest that professional development must address multiple dimensions of AI competence to support responsible and equitable classroom use.
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Riggs et al. (2026) studied this question.