Exploring Indonesian teachers’ intention to use artificial intelligence in schools: the impact of digital leadership, digital readiness, and perceived usefulness

Although AI holds potential for enhancing teachers’ efficiency, empirical research on teachers’ intention to use (IU) it remains limited. Few studies have integrated digital leadership (DL) and digital readiness (DR) into established acceptance models such as the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). Furthermore, the mediating role of perceived usefulness (PU) in AI adoption, particularly in primary and secondary education, is still underexplored. This study addresses this gap by examining how DL, DR, and PU affect teachers’ intention to adopt AI. Data were collected from 382 primary and secondary school teachers in four cities in Greater Jakarta, Indonesia, using a non-probability convenience sampling method. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while DL initially showed no significant direct effect on IU AI, a substantial positive effect emerged after controlling for training, support, and resource access, highlighting its essential yet complex role in shaping teachers’ behavior. Additionally, DL exerts a strong indirect effect on IU AI through DR and PU. These results suggest that successful AI integration requires school leaders to strengthen teachers’ DR and proactively communicating AI’s benefits to enhance PU.