Teacher AI Competency and Professional Development Needs: An Empirical Assessment

Abstract

The rapid integration of Artificial Intelligence (AI) into educational settings demands a corresponding advancement in teacher digital competency. This study investigates the current state of AI tool utilization among 141 teachers, employing a quantitative, descriptive-analytical design to assess their understanding of AI technologies and identify critical professional development (PD) needs. The findings reveal that teachers' skills are most effectively enhanced through integrated PD models combining hands-on training workshops, direct access to AI applications, and structured peer mentoring. Furthermore, the results underscore a significant demand for ongoing professional counseling to guide the ethical application of AI, particularly concerning tools that deliver personalized learner feedback. Based on these findings, this research recommends that educational institutions implement comprehensive, multi-tiered training programs alongside targeted policy revisions that explicitly address the legal and ethical dimensions of AI adoption. To sustain these efforts, we advocate for the development of formal AI literacy initiatives that foster collaboration with generative AI tools across disciplines. This systematic approach not only facilitates the successful integration of AI into contemporary teaching practices but also provides a scalable framework for educational leaders and policymakers seeking to cultivate an AI-responsive curriculum and institutional culture.