A Study on the Behavioral Intention of Elementary School Administrators Using Generative AI to Assist Administrative Tasks

Abstract

This study explores the behavioral intention of elementary school administrators to use generative AI tools, integrating the Theory of Planned Behavior, Technology Acceptance Model, and Self-Efficacy. A survey and structural equation modeling were used to examine relationships among variables. Results show that self-efficacy indirectly influences intention through perceived usefulness and ease of use. Attitude, perceived usefulness, and ease of use also significantly positively affect intention. Based on these findings, the study provides practical recommendations to enhance AI adoption and discusses theoretical and practical implications for improving administrative efficiency.