The Priority Needs for Developing Artificial Intelligence Competence of Teachers at Hankhapittayakom School

Abstract

This research article aimed to 1) examine the current and desired states of teachers’ artificial intelligence competence at Hankhapittayakom School and 2) identify the priority needs for developing teachers’ artificial intelligence competence at Hankhapittayakom School. This study employed a quantitative descriptive research design. The informants were 102 school administrators and teachers at Hankhapittayakom School. The research instrument was a questionnaire on the current and desired states of teachers’ artificial intelligence competence, covering four dimensions and thirteen sub-competencies. The content validity of all questionnaire items was confirmed with IOC values ranging from 0.67 to 1.00. The reliability coefficients were 0.986 for the current-state questionnaire and 0.979 for the desired-state questionnaire. The data were analyzed using frequency, percentage, arithmetic mean, standard deviation, and the Modified Priority Needs Index. The research findings were as follows: 1) the overall current state of teachers’ artificial intelligence competence was at a high level, whereas the overall desired state was at the highest level; 2) the overall priority needs index for developing teachers’ artificial intelligence competence was 0.303. When classified by dimension, the highest priority need was AI teaching, learning, and assessment, followed by AI foundations and technical skills; ethics, responsibility, and critical thinking; and attitudes, adaptation, and professional development, respectively; and 3) the five highest-ranked sub-competencies were personalized learning support, AI-based assessment, data and algorithm literacy, systemic management and technological leadership, and AI instructional design and integration, respectively.